Specialists in conservation have recently reached a consensus about accepting cultural values as the basis of both problems and solutions within historic environments. In this respect, besides tangible properties, the intangible values need to be considered in the conservation studies. This study aims to develop a conceptual framework and methodology for the analysis and the conservation of historic environments as entities of intangible and tangible values to provide the integration of intangible values in conservation studies. As an entity, a historical urban fabric is formed by tangible features, namely, the physical structure made of built and natural structures / and intangible values, specifically, cultural practices and expressions within the built environments, meanings expressed by them and values attributed to them. Understanding and documenting intangible values which shape tangible values, help to explain the variability of buildings and settlement forms within historic environments. This study develops a conceptual and methodological framework for the documentation, conservation and sustainability of the interrelations of intangible and tangible values in the case of Ibrahimpasa Village. First, the research questions are elaborated to understand the relations between tangible and intangible values theoretically and to develop a methodological framework for the documentation and analysis of these. Then the conceptual and methodological framework is applied to the case of Ibrahimpasa Village using a combined methodology composed of the case study and the ethnographic research. As a result, the study puts forward a conservation approach, asserting that the sustainability of the interrelations between tangible and intangible values is vital for the conservation of historic environments and that specific approaches need to be developed for particular interrelations to provide their continuation.

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-30T12:23:19Z No. of bitstreams: 1 TeseJVJS.pdf: 7570239 bytes, checksum: 1382232df5732e553c86eacd64c7869f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:55:15Z (GMT) No. of bitstreams: 1 TeseJVJS.pdf: 7570239 bytes, checksum: 1382232df5732e553c86eacd64c7869f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:55:21Z (GMT) No. of bitstreams: 1 TeseJVJS.pdf: 7570239 bytes, checksum: 1382232df5732e553c86eacd64c7869f (MD5) / Made available in DSpace on 2016-10-04T18:55:34Z (GMT). No. of bitstreams: 1 TeseJVJS.pdf: 7570239 bytes, checksum: 1382232df5732e553c86eacd64c7869f (MD5) Previous issue date: 2015-03-05 / Não recebi financiamento / In this dissertation, we aim at understanding how and why the Tupinambá from Olivença make school and how this school has become central in the production of strong people in the culture, update and production of kinship, being a relative and being in the culture, as they usually assert. Thus, we were interested in thinking how being in the culture and becoming strong in the culture are being produced from the school and the relationships enabled and coordinated by it, both internally and externally, in the movement that multiplies the school on the Indigenous territory, especially by the reclaimed areas, in order to understand this multiplier effect that relates to politics among the Tupinambá. This happens because, among these Indigenous people, making school, playing politics, claiming, producing reclaimed schools, being in the culture, producing culture, all these update and produce identity, kinship, being a relative and being smart people. / Nesta tese, buscamos compreender como e por que os Tupinambá de Olivença fazem escola e do como esta tem se tornado central na produção de pessoas fortes na cultura, na atualização e produção de parentesco, aparentamento e no estar na cultura, como costumam afirmar. Dessa forma, interessou-nos pensar como o estar na cultura e tornar-se forte na cultura vão sendo produzidos a partir da escola e das relações que esta possibilita e articula, tanto interno quanto externamente, no movimento que multiplica a escola pelo Território Indígena, em especial pelas áreas de retomadas, no sentido de compreender esse efeito multiplicador que se relaciona ao fazer política entre os Tupinambá. Entre os Tupinambá, fazer escola, fazer política, fazer retomada, produzir escolas em retomadas, estar na cultura, produzi cultura, atualizam e produzem identidade, parentesco, aparentamento e pessoas sabidas.