O delineamento desta pesquisa deu-se a partir da busca de informações históricas sobre as origens musicais da cidade de Tatuí - SP e da análise sócio-cultural da contribuição da música na sociedade local. Desta busca resultou o resgate das origens do Conservatório Dramático e Musical \"Dr. Carlos de Campos\" de Tatuí, enquanto organização e instituição estadual pública de educação musical formal. Como observador de uma organização que nasce da tradição musical de Tatuí e pelo envolvimento direto com esta escola - a problemática de pesquisa surge na reconstituição histórica da memória da instituição. / The design of this work starts at the search for historical data about the musical roots in Tatuí City -São Paulo - Brazil and from the social and cultural analysis on the contribution of music to the local society. Of this search resulted the rescue of the origins of the Dramatical and Musical Conservatory Dr. Carlos de Campos of Tatuí, while organization and public state institution of formal musical education. As a direct observer of an organization that was rised through the musical tradition of Tatuí, and for the direct evolvement with this school - the issue of this research appears from the institution\'s historical and memory rebuilding.

Made available in DSpace on 2016-03-15T19:42:58Z (GMT). No. of bitstreams: 1 Lara Cristina Merlini Coninck.pdf: 13955115 bytes, checksum: fd2ae1bbc80d797e66ee725a0c9cf7ec (MD5) Previous issue date: 2014-12-17 / This study had as its main objective to examine the presence of preservation of the cultural identity of São Luiz do Paraitinga within its school environment. The research sought to contribute to the preservation of the town s cultural identity, highlighting for the school community the importance and wealth of its historic, folkloric, and cultural data, and the importance of schools in the preservation of local culture. From the starting point of gathering information about the town, its history, culture, rural culture, folklore, tangible and intangible cultural heritage (encouraged by Pesavento, Cascudo, Rios), tourism, celebrations, and natural events such as the flood of 2010, there followed a stepping into the school universe to become familiar with practices aimed at socialization/appropriation of the town s cultural characteristics. The town has nine schools located in rural and urban areas, from which were chosen five primary schools as the object of the research, the most central of which received a more detailed investigation, it having achieved good results in the Primary Education Development Index. The theoretical foundation involved the following themes; culture, school culture, the role of schools and teachers, education as culture, and the relationship between school and culture with authors such as Perrenoud, Brandão, Florestan Fernandes. Research was carried out by means of the following methods; participant observation, interviews, narratives, and document analysis relying on Bauer and Gaskell, Ludke and André. Participant observation brought a better understanding of the reality of the schools; availability of school places for pupils, data concerning registered pupils, school location, and especially projects developed regarding the research theme and the participation of teachers and students in the same. Documents analysed were sought in the schools and in the local education board. Interviews and narratives were employed with teachers and town residents who offered their opinions on the culture of the town and its preservation, their own experiences regarding this theme, and the presence in schools, or lack thereof, of projects aimed at preserving local culture. Existing school projects were analysed for the presence of local culture, folklore, and the preservation of cultural identity. Projects such as Rescuing the river , Holy Spirit Festival , Music of Elpídio dos Santos , and National Day were developed in four schools, with at least one project in each. Eight projects were developed in the focus school, highlighting the Memories and Identities project, obviously aimed at the dissemination and preservation of local culture. It was concluded that there is a concern for the presence of some form of local culture in schools, albeit with projects connected to celebrations and without pupil participation in their construction, and little participation in their development; the pupils are recipients of proposals and information. There is little community participation in schools, despite an increase in 2014. Generally there is no clear stance from schools, teachers, coordinators and principals with regard to the necessity of including specific activities tailored to the preservation of the town s cultural heritage. Thus, we see the need for investment in the dissemination of local culture in schools and in teacher training, that they may be involved effectively in the preservation of culture in São Luiz do Paraitinga. / Este estudo teve como principal objetivo analisar a presença da preservação da identidade cultural da cidade de São Luiz do Paraitinga no ambiente escolar. A pesquisa buscou contribuir para a preservação da identidade cultural da cidade, evidenciando para a comunidade escolar a importância dos seus dados históricos, folclóricos e culturais, mostrando a riqueza que esta possui e a importância da escola no contexto da preservação da cultura local. A partir do levantamento de dados sobre a cidade, sua história, cultura, cultura caipira, folclore, patrimônio material e imaterial (apoiando-se em Pesavento, Cascudo, Rios), turismo, festividades e acontecimentos naturais como a enchente de 2010, buscou-se adentrar o universo escolar para conhecer práticas voltadas para a socialização/apropriação das características culturais da cidade. A cidade tem nove escolas distribuídas nas áreas rural e urbana; destas foram escolhidas cinco escolas do Ensino Fundamental I como objeto da pesquisa, com aprofundamento em uma delas, a mais central da cidade, que alcançou bons índices no IDEB (Índice de Desenvolvimento da Educação Básica). O embasamento teórico envolveu os temas: cultura, cultura escolar, papel da escola e dos professores, educação como cultura e relação entre escola e cultura com autores como, Perrenoud, Brandão, Florestan Fernandes. Para o desenvolvimento da pesquisa foram adotados os seguintes procedimentos metodológicos: observação participante, entrevistas, narrativas e análise documental contando com Bauer e Gaskell, Ludke e André. A observação participante permitiu conhecer a realidade das escolas, como: oferecimento de vagas, dados sobre alunos matriculados, localização e, especialmente, os projetos desenvolvidos sobre a temática da pesquisa e a participação nestes de professores e alunos. Os documentos analisados foram buscados nas escolas e na Secretaria de Educação Municipal. Entrevistas e narrativas foram utilizadas com os professores das escolas e com moradores da cidade, que expuseram suas opiniões sobre a cultura da cidade, a preservação dessa cultura, as situações vivenciadas nesse contexto e a presença (ou não), nas escolas, de projetos voltados para a preservação da cultura local. Com relação aos projetos escolares existentes procurou-se identificar a presença da cultura local, do folclore, da preservação da identidade cultural da cidade. Projetos como Resgatando o rio , Festa do Divino , Moçambique , Música de Elpídio dos Santos , Dia da Pátria , Festa Junina Chi, Pul, Pul foram desenvolvidos em quatro escolas, ao menos um em cada uma delas. Na escola foco do estudo mais aprofundado, oito projetos foram desenvolvidos, destacando-se o de título Memórias e Identidades, claramente voltado para a disseminação e preservação da cultura local. Conclui-se que há uma preocupação com a presença de alguma forma de cultura local na escola, embora os projetos sejam realizados pontualmente, em função das festas, sem participação dos alunos em sua construção e pouca participação em seu desenvolvimento; os alunos são receptores das propostas e das informações. Há pouca participação da comunidade na escola, embora tenha ocorrido um aumento dela no ano de 2014. De modo geral, não há posicionamento claro das escolas e de seus professores, coordenadores e diretores quanto a necessidade de incluir atividades específicas voltadas para a preservação do patrimônio cultural da cidade. Assim sendo, apresenta-se a necessidade de investimento na disseminação sistemática da cultura local nas escolas e formação para os professores, de modo a que efetivamente se envolvam na preservação da cultura de São Luiz do Paraitinga.

Finding ways to deal with complex situations has been a long issue of interest by researchers and scholars alike. Researchers and scholars have provided the strategy community with an insightful understanding of the phenomenon of complexity. The traditional understanding of complexity in strategic management, mainly coming from the design school of strategy, has given way to modern complexity perspectives. These perspectives are from Chaos Theory, Dissipative Structures and Complex Adaptive Systems (CAS). Complexity sciences seek to look at the challenges associated with knowing and understanding the unknowable by focusing on the interactions in complex systems. The properties of complex systems in turn provide lessons that can be transferred to the field of strategic management in a form of approaches to deal with complexity. The CAS metaphor will be used as a model to contrast the approaches in current use by the organisation of study in strategic management. Insights from studies on complex systems points to a need for constant exploratory studies in organisations to determine how well organisations are responding to complexity. The aim of this study is to explore approaches that inform thinking and management practices in strategic management by the KwaZulu-Natal Department of Education (department) in view of complexity - increasing difficulties to understand the world. Firstly, results of the study are intended to contribute to understanding how insights arising from the study of complex systems, in the world, are being used to rethink and design government departments – public sector organisations - systems and strategic approaches, so that they are more flexible, adaptable and able to respond efficiently and effectively to changes in larger environment. Secondly, where the study finds that the current complexity approaches of the department are not informed by the latest thinking on complexity, recommendations are made on ways the department can improve its approaches. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2011.

Made available in DSpace on 2014-06-11T19:26:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-25Bitstream added on 2014-06-13T20:47:34Z : No. of bitstreams: 1 pina_f_me_assis.pdf: 558950 bytes, checksum: 60aa1e70aec72204edda905a19c4a6a6 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho procura analisar o Acordo MEC-USAID, buscando destacar sua importância para a estrutura universitária brasileira, as modificações ainda presentes que partiram deste Acordo e o contexto histórico no qual ele foi efetivado. Procuramos desenvolver uma pesquisa que abrangesse três ângulos do Acordo: analisamos o próprio Acordo, fizemos um estudo dos escritores que na época da sua publicação se posicionaram contrários ou favoráveis a ele e, por fim, examinamos a historiografia referente a ele, inclusive dos autores que não o tomaram como tema central / This paper analyzes the MEC-USAID agreement, seeking to highlight its importance to the Brazilian university structure, the changes still present who departed this Agreement and the historical context in which it was accomplished. We seek to develop a survey covering three angles of the Agreement: we analyze the agreement, we made a study of writers at the time of its publication is positioned against or in favor of it and, finally, we examine the historiography related to it, including the authors who not taken as a central theme

The main aim of those theses is to present possibilities of financial support from the EU {--} Community programmes of the EU for the subjects in the South Bohemia region. There are mentioned chances of the financial support from the EU in the first part of my work. The next part presents community programmes in the field of education and culture and activities, which can be supported from these sources. Statistic figures of the financial support status are named at the end of each chapter. There is an example of the successful apply of grants as well as some successful projects realised by subjects from South Bohemia in the conclusion part of my theses. The goal of this section was to present the application process. Theses contain also some recommendation for the future increase of the financial drawing from discussed available sources.

O delineamento desta pesquisa deu-se a partir da busca de informações históricas sobre as origens musicais da cidade de Tatuí - SP e da análise sócio-cultural da contribuição da música na sociedade local. Desta busca resultou o resgate das origens do Conservatório Dramático e Musical \"Dr. Carlos de Campos\" de Tatuí, enquanto organização e instituição estadual pública de educação musical formal. Como observador de uma organização que nasce da tradição musical de Tatuí e pelo envolvimento direto com esta escola - a problemática de pesquisa surge na reconstituição histórica da memória da instituição. / The design of this work starts at the search for historical data about the musical roots in Tatuí City -São Paulo - Brazil and from the social and cultural analysis on the contribution of music to the local society. Of this search resulted the rescue of the origins of the Dramatical and Musical Conservatory Dr. Carlos de Campos of Tatuí, while organization and public state institution of formal musical education. As a direct observer of an organization that was rised through the musical tradition of Tatuí, and for the direct evolvement with this school - the issue of this research appears from the institution\'s historical and memory rebuilding.

This study evaluates the effectiveness of the three (3) extant Environmental Education Centres of the KwaZulu-Natal Department of Education and Culture (KZNDEC) as contributors to the environmental learning, and to education, in KwaZulu-Natal. In the process, it is an exploratory response as to how better the Centres can answer the call of the Reconstruction and Development Programme to "empower all communities to act on environmental issues" (African National Congress 1994:40). The research traces the history, the philosophical background and functions of environmental education, of environmental education centres, and of personnel employed at environmental educators, in the ex-Natal Education Department and in its successor, the KZNDEC. The researcher recommends that environmental education centres should become "agents of change" in the wider environment, and in the educational processes, of the communities of which they are a part. The study suggests methods by which people's lives at a "deep rural" level may be improved by helping restore the balance of "the three pillars of sustainable development - economic, social and environmental - and [in the process, having a positive] focus on poverty eradication" (WSSD 2002). The centres, the researcher contends, can become more effective agents of the KZNDEC for the protection of the environment "for the benefit of present and future generations" (Constitutional Assembly 1996:11). / Educational Studies / M.Ed.

Made available in DSpace on 2016-08-10T10:36:47Z (GMT). No. of bitstreams: 1 Katia Cilene Camargo Silva.pdf: 1665379 bytes, checksum: c218c339a0dbf4105ba0c16f56b1a910 (MD5) Previous issue date: 2007-08-31 / The Project proposes the introduction of the Heritage Education Program at schools of Anapolis system of public education, having as the main goal to disperse knowledge and information about Heritage Culture and its insertion through the educational communities and places through educational movements accordingly to the methodology of the Heritage Education, Education Projects and Action search. The research done with the systems educators showed the lack of knowledge of the subject matter of heritage culture in the school environment, in the educational practice and on the basic resumé, showing the need of the introduction of this Heritage Education Program. Referal concepts as of the heritage cultural, heritage education, education, culture, school material culture, transverse subjects were used for the conception of the Project and of the habilitation course of the teachers to be ministrated by specialists and professionals of the area. The habilitation of educational body is essential so the educators see themselves as apprentices, feel as they were genuinely culturally taught, in order to read the world and teach such readings to their students, this reading which praises the values of the cultural roots that are part of our history. / O projeto propõe a implantação do Programa de Educação Patrimonial nas escolas da rede pública municipal de ensino de Anápolis, tendo como principal objetivo disseminar conhecimento e informação sobre o patrimônio cultural e sua apropriação pelas comunidades escolares e locais através de ações educativas planejadas de acordo com as metodologias da Educação Patrimonial, Pedagogia de Projetos e Pesquisa-ação. A pesquisa realizada com os educadores da rede revelou o desconhecimento da temática do patrimônio cultural no lócus escolar, nas práticas pedagógicas e no currículo básico, evidenciando a necessidade da implantação deste Programa de Educação Patrimonial. Referências conceituais como a de patrimônio cultural, educação patrimonial, educação, cultura, cultura material escolar, temas transversais foram utilizado para a elaboração do Projeto e do curso de capacitação dos professores a ser ministrado por especialistas e profissionais da área. A capacitação docente é essencial para que os educadores se percebam como aprendizes, sintam-se verdadeiramente alfabetizados culturalmente, a fim de lerem o mundo e ensinarem tais leituras aos seus alunos, leitura esta que preze valores pelas raízes culturais que fazem parte da nossa história.

Evaluation is not unfamiliar : educators in classrooms use constant feedback from learners as the basis for self-evaluation. What may be less familiar is for groups of educators in a school to carry out a self-evaluation or experience a whole-school evaluation process, which in the latter case means more than a single educator. Whether familiar or not school evaluation has increased in importance in recent years, particularly at the level of the whole school. The introduction of WSE, notwithstanding its worthy intentions, has proved to be a contentious issue for educator unions, which expressed considerable reservation both about which led to the introduction of WSE and the underlying purposes of the process. In addition, there is no widely available, if any, assessment of the success or failure of the pilot project. Within this broad context, this small-scale research project, subject to limitations, attempts to investigate the experiences and reactions of one school in which an attempt has been made to implement the process. Based upon the responses of the participants in this research study, it became clear that there is a desire to be involved in the traditions of 'school improvement'. If one assumes that the sample group is representative of stakeholders at the pilot school, then this study believes that some important principle of WSE are implicit in the way things are now being done and thought of at the school. / Thesis (M.Ed.)-University of Natal, Durban, 2003.

Orientador: Claudinei Magno Magre Mendes / Banca: Ivan Aparecido Manoel / Banca: Helio Rebello Cardoso Junior / Resumo: O presente trabalho procura analisar o Acordo MEC-USAID, buscando destacar sua importância para a estrutura universitária brasileira, as modificações ainda presentes que partiram deste Acordo e o contexto histórico no qual ele foi efetivado. Procuramos desenvolver uma pesquisa que abrangesse três ângulos do Acordo: analisamos o próprio Acordo, fizemos um estudo dos escritores que na época da sua publicação se posicionaram contrários ou favoráveis a ele e, por fim, examinamos a historiografia referente a ele, inclusive dos autores que não o tomaram como tema central / Abstract: This paper analyzes the MEC-USAID agreement, seeking to highlight its importance to the Brazilian university structure, the changes still present who departed this Agreement and the historical context in which it was accomplished. We seek to develop a survey covering three angles of the Agreement: we analyze the agreement, we made a study of writers at the time of its publication is positioned against or in favor of it and, finally, we examine the historiography related to it, including the authors who not taken as a central theme / Mestre