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The role of arts in both formal and non-formal education has been scientifically demonstrated to create positive outcomes in people to deal with all kinds of social problems in daily life. At present, there are international public and private institutions that support this view, such as the International Arts Education Week, celebrated for the first time by UNESCO on 21-27 May 2012 when not only artists participated, but also educators, researchers, NGO actors, and international associations. This provides us with a wider perspective on how arts and education can play an interdisciplinary role in society. The aim of this research is to study how arts (e.g., performative arts, literature, film) interact with and affect Nordic society; the kind of practices, contributions and challenges that exist within the cultural and educational sectors (based on three case studies) and their relationship between the government in the form of cultural policies in Denmark, Sweden and Finland in support of the well-being of the Nordic lifestyle whenever applying a wider perspective to the role of the arts in society.  This qualitative study is composed of three case studies, which explore the role of arts in three Nordic institutions (two public ones and a private one): 1) The Academy of Fine Arts in Helsinki, Finland; 2) Skissernas Museum - Museum of Artistic Process and Public Art in Lund, Sweden; and 3) Louisiana Museum of Modern Art in Humbaelek, Denmark. The empirical material collected has been done through the usage of the hermeneutics—texts, semi-structured interviews of professionals (two art educators with multidisciplinary backgrounds, two art historians, and a museum guide), publications, catalogues, and active participation in cultural/educational activities in Sweden, Denmark, and Finland. The data collected is analyzed within the framework of the reflexive methodology. “The Theory of Communicative Action” by Jürgen Habermas aims to understand the multidisciplinary relationship among the artistic/educational institutions, society, and government as support for the well-being and sustainability of Nordic society.  The results will reveal a multidisciplinary application of the arts as support to Nordic welfare, healthand lifestyle. The results will also show how arts can be included in people’s lifestyles in an organic manner, being a benefit for the well-being of the society and supporting the sustainability of Nordic welfare when people have a wider understanding of the application of the arts in their lives, for instance, through literature, concerts, performances, but also, attending to festivals, arts and crafts activities, gardens, parks, and even experiencing architecture.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-04T14:25:22Z No. of bitstreams: 1 ESTELAMARIS BRANT SCAREL.pdf: 650185 bytes, checksum: 67556e31dd8154a6966aa16ef460099e (MD5) / Made available in DSpace on 2017-10-04T14:25:22Z (GMT). No. of bitstreams: 1 ESTELAMARIS BRANT SCAREL.pdf: 650185 bytes, checksum: 67556e31dd8154a6966aa16ef460099e (MD5) Previous issue date: 2003-08-01 / This research intends, basead on FOUCAULT, to examine – through XVI, XVII, XVIII and XIX centuries - the conditions of possibility existence of certain knowledges, such as General Grammar, Natural History and the Wealth Analysis, and its rupture with the appearance, in this areas, of new empiricities, such as Philology, Economy and Biology. These Empiricities interact with a new knowledge about man, arised in Modern times: the Human Sciences. From there on, it is tried to describe what has it been the speech of education, since the emergence of this field of knowledge in the XIX century. On the following, it is intended to discuss that education, even though proclaming the construction of individuals justice and citizenship, on the contrary, makes docile subjects and individuals politically passive, due to its normalizatiny and to disciplinatiny function. That happens because modern society is normative and establishes full control over individuals. It is panoptic society. At last, the point of view of FOUCAULT about specificities of intelectual matters in modern society and the urgency of the educator to think about the necessity of his function to be reelaborated. / Esta pesquisa objetiva, com base em FOUCAULT, examinar - ao longo dos séculos XVI, XVII, XVIII e XIX - as condições de possibilidade da existência de determinados saberes, tais como: a Gramática Geral, a História Natural e a Análise das Riquezas e, a sua ruptura com o surgimento, nesses solos, de novas empiricidades, quais sejam a Filologia, a Economia e a Biologia. Estas Empiricidades se inter-relacionam com um novo saber sobre o homem, surgido na modernidade: as Ciências Humanas. A partir daí, busca-se descrever qual tem sido o discurso da educação, desde a emergência desse campo do conhecimento no século XIX. Em seguida, pretende-se discutir que a educação, embora preconize a construção dos sujeitos, a justiça e a cidadania, pelo contrário, fabrica corpos dóceis e indivíduos politicamente passivos, em decorrência de sua função normalizadora e disciplinar. Isso ocorre porque a sociedade moderna é normativa e estabelece o controle total sobre os sujeitos. É uma sociedade panóptica. Por último, aponta-se a visão de FOUCAULT sobre as especificidades do intelectual na sociedade moderna e a premência de o educador pensar sobre a necessidade de sua função ser reelaborada.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-22T16:47:38Z No. of bitstreams: 1 DANIELE LOPES OLIVEIRA.pdf: 24529292 bytes, checksum: d9c41e0a5aada92012622c569d8797d1 (MD5) / Made available in DSpace on 2017-11-22T16:47:38Z (GMT). No. of bitstreams: 1 DANIELE LOPES OLIVEIRA.pdf: 24529292 bytes, checksum: d9c41e0a5aada92012622c569d8797d1 (MD5) Previous issue date: 2017-09-12 / The significant increase in the number of lawsuits in which the school is a party motivated the formulation of this research. In order to analyze the phenomenon that leads the court to intervene in school to solve their problems and how this brings reflexes in school. We sought to analyze the role of the school today, without the authority and responsibility of the educator. And how the meddling of the judiciary in school contributes to the public world taking the place of the private. And how the process of political alienation unfolded, originating the sphere social that supplanted the other spheres. As well as the loss of language through the process of judicialization precarizes, even more, the role of the school. And how this meddling takes the place of thought, judgment, and action. The work of Arendt sheds light on the phenomenon of the judicialization of schoolchildren, as a public concern for private problems and the loss of interest in the common destiny of politics. The analysis of the de-structuring of the public and private spheres and the emergence of the social sphere can lead to possible answers to the difficulty of distinguishing at present what is specific to politics and what should be protected in the private sphere since the Judiciary proposes to offer political answers to social problems, which have neither public nor private characteristics, in the Arendtiana’s perspective. The Arendtiana lines of thought provide us with epistemological content that allows us to refer to the study on screen, with its critique of political alienation, and about science as an ideal of progress that aims to respond to all the evils of the world, the crisis of tradition, authority and responsibility, the mass society and the crisis in education that emerges in modern education as an instrument of politics. The appreciation of the current displacement of politics to the scope of the judiciary, problematizing the political and juridical process that has invaded the school field, shows that the judicialization occurs as an anomalous process and weakens the representative system of the school as a place of thought, reflection, action and the exercise of discourse. These propositions aimed at the construction of the thesis that carried out a bibliographical research documentary with the analysis of the works of Arendt with the use of the historical-legal method. / O aumento significativo do número de ações judiciais em que a escola é parte motivou a formulação dessa tese. A fim de analisar o fenômeno que leva a esfera judicial a intervir na escola e compreender quais os reflexos oriundos da judicialização, no âmbito escolar. Buscou-se examinar qual é o papel da escola hoje, desprovida da autoridade e responsabilidade. E de que forma a intromissão do judiciário na escola contribui para que o mundo público tome o lugar do privado, conduzindo ao processo de alienação política, originando a esfera do Social. Bem como a perda da linguagem por meio do processo de judicialização precariza, ainda mais, o papel da escola. E como essa intromissão tira o lugar do pensamento, do julgamento e da ação. A obra de Arendt, lança luz sobre o fenômeno da judicialização das escolares, enquanto preocupação pública com problemas privados e a perda do interesse pelo destino comum da política. A análise da desestruturação das esferas pública e privada, e o surgimento do social, podem verter em possíveis respostas para dificuldade de se distinguir, atualmente, aquilo que seja próprio da política e o que deve ser resguardado no âmbito privado, vez que o Poder Judiciário se propõe a oferecer respostas políticas a problemas sociais, que não têm características nem públicas nem privadas, na perspectiva arendtiana. As linhas de pensamento da autora nos fornecem conteúdo epistemológico que permite referendar o estudo em tela, com sua crítica sobre a alienação política, e sobre a ciência, enquanto ideal de progresso, que se propõe a dar resposta para todos males do mundo moderno. O fim da tradição, autoridade e responsabilidade, bem como a massificação da sociedade criam o ambiente propício para a crise da educação levando a educação moderna a se tornar um instrumento da política. Desta forma, a apreciação do deslocamento da política para o âmbito do judiciário, problematizando o processo político e jurídico que invadiram o campo escolar, demonstra que a judicialização ocorre enquanto um processo anômalo que enfraquece o sistema representativo da escola enquanto instância do pensamento e reflexão. Lugar da ação, do agir em conjunto e do exercício do discurso. Essas proposições objetivaram a construção da tese que realizou uma pesquisa bibliográfica documental realizando um estudo amparado nos conceitos obtidos nas obras de Arendt.

I do through this thesis aim to reflect upon the reasonableness to why one should write a thesis. I do this by sharing with you four different parts. The first part is that of foragers and our common human heritage. The second one is set in the middle ages and the foundation of universities. In the third part the modern research university is examined whilst the fourth part aims to provide a sensible understanding of today. I do look at the reasonableness to undergo the work for a thesis in all of these parts whilst proposing an idea concerning human confusion and our need for belonging which leads us to believe in an imperative prerogative (IP) which may be said to be the context in which we find ourselves.The IP would further dictate what knowledge is and is not, which would highly relate to the reasonableness of conducting a thesis. In an IP there are various stories, and one of them is that of education and writing a thesis. I ask of you as a reader to reflect upon and view our current higher educational system in a historical perspective. I, thus, aim not to provide you with innovative new knowledge in business but rather to reflect upon our current educational system in our society, which I would argue, is taken over by the businesses and its rules and norms.

As a thesis topic I chose Awareness graduates of the course Life Skills in Zambia. The present thesis consists of two parts - theoretical and practical. The theoretical part with the support of specialized literature devoted to the general description of the development problems of sub-Saharan countries. Furthermore, the theoretical part I describe precisely Zambia in the context of development issues. The last part is devoted to the characteristics of the course Life Skills and NGO ARHA, under whose leadership the whole project was created. The aim of the thesis is to determine the degree of awareness of graduate course Life Skills in Zambia. Examined Life Skills circuits become sex education, HIV/AIDS and gender. These areas were chosen because they are among the most discussed topics in the countries of sub-Saharan Africa. The thesis I established three research questions that relate to the issue. In the research part of the thesis I tried to answer them. It was the following research questions: What is the awareness of graduate course Life Skills in sex education? What is the awareness of graduate course Life Skills for HIV/AIDS? What is the awareness of graduate course in Life Skills gender? For the realization of research, I chose a qualitative research method semi- structured interview. Own research conducted in the building of technical secondary school Kambule in Zambia, where a six-month course in Life Skills took a place. Individual interviews were carried out during the period October - November 2014. The results of research show that the level of awareness of graduate course Life Skills is determined in the context of socio-cultural factors. During the half-year course graduates were informed just by socially tolerated facts. The information transmitted within the preventive and educational programs are considerably truncated, especially in the area of sex education. Life graduates of the course are indeed aware of thepreventive use of condoms, but it is emphasized that premarital sex is a sin. Cult marriages in Zambia has an important role. Due to the fact that Zambia is characterized as patriarchal society are women, especially in marriage, denied many rights. For example it is not generally tolerated the use of condoms within marriage. The research results show just on the above-mentioned facts, which stems from a purely traditional social order. Preventive educational programs are focused exclusively on measures that are in line with the traditional values of society - sexual abstinence and decisive rejection of premarital sex. A major shortcoming of preventive education programs is precisely this form of rigidity, lacking flexible response to current problems in society. Unfortunately, during the six-month course Life Skills graduates weren´t given relevant information that would help them respond to current problems in society. For example promotion and distribution of condoms was prohibited before the course has already started. The above-mentioned facts can be described as barriers in education and in the development of Zambia. Traditional patterns of behavior in Zambia are very deeply rooted and overcoming them can be considered difficult. However, this fact does not involve only the poor form of preventive education programs, but also low awareness participants on the issue. Based on a six-month course Life Skills and research in collaboration with the NGO ARHA was made a publication, which summarizes the lessons learned and also suggests ways how to improve the efficiency of the upcoming course.

Thesis advisor: Rebecca C. Schendel / Increased student mobility has been one of the most significant developments observed in the global landscape of higher education. Yet, research on student mobility often takes an individualized perspective on the benefits learners possess through internationalization. Meanwhile, the last two years were marked by the emergence of a new direction in internationalization - the Internationalization of Higher Education for Society (IHES). The surge in studies on how institutions can contribute to society through their internationalization strategies and efforts has proven that the phenomenon which for a long time was focused on individual gains and institutional branding, can evolve and address the larger purpose it serves. However, while many of these works highlight the directions IHES should follow and present good practices, still little is known about international students' perspectives of these dimensions. As a group that was identified as one of the vivid actors of IHES, it is not only reasonable but crucial to gain insight into their understandings, experience, and valorization of this topic. The primary objective of the study is to investigate how students understand the sense of global identity and community engagement through education abroad. By listening to their voices, it makes a methodological contribution in terms of extending the understanding of student mobility as an inherent part of the internationalization discourse in the globalized world. Furthermore, analyzing these voices and deducting their meanings serves towards the materialization of ill-defined concepts of global citizenship and International Higher Education for Society. Finally, the study aims at building a more complex understanding of the current state of international higher education phenomena by exploring connections between internationalization and its missions to society. / Thesis (MA) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants' experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

La mia tesi in questo lavoro di ricerca è che le università possono costituire attori di sviluppo grazie ad un'azione immediata e diretta su un'area problematica locale condotta attraverso partnership e reti con altri attori pubblici e privati. L'obiettivo è di creare due fattori di sviluppo: capitale sociale e capitale umano. Ho contestualizzato questa idea nella letteratura dell'istruzione superiore, relativamente ai termini del dibattito intorno a un ruolo innovativo e attivo dell'università contemporanea nel contesto sociale. Di questo mi occupo nel capitolo 1. Nel capitolo 2 analizzo il problema di secondo livello, ovvero l'aspetto organizzativo che può assumere una forma innovativa di funzione sociale: le partnership pubblico-private. Le ipotesi che emergono nei primi due capitoli vengono testate nel terzo sul caso di studio, la partnership tra Boston University e il distretto scolastico di Chelsea, MA: un esperimento unico nel quale un'università privata ha gestito sistematicamente per due decenni un distretto scolastico pubblico. Benché il caso di studio sia unico nel suo genere, e quindi non comparabile, ho voluto contestualizzarlo nel capitolo 4 attraverso l'analisi di altri due casi relativi a problemi affini: riforme scolastiche per la qualità dell'istruzione, e le politiche e la missione delle istituzioni di istruzione superiore. Tutti i casi presentati in questo lavoro appartengono alla prospettiva statunitense. / My thesis in this work is that the universities could be active agents of development, intervening successfully on a local problematic area by networking with public and private actors in order to generate two specific factors of development: social and human capital. I set this idea in the context of the literature on higher education and the debates on innovative and active social functions for the contemporary university. This is the focus of Chapter 1. In Chapter 2 I approach the problem on a deeper level, in its organizational terms: I analyse the public-private partnerships as instruments for the universities to self-assign and re-interpret their local engagement for the creation of human and social capitals. The hypothesis presented in the first two chapters are tested in Chapter 3 on my case study: the Boston University-Chelsea Partnership, a unique example of the day-by-day management of a public district (the Chelsea public schools, MA) by a private university (the Boston University). My case study is set in context in Chapter 4, through the provision of other cases that, albeit not comparably, address similar concerns (quality of education and systems reform, and higher education policies and mission). All these cases are US-focused.

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