In 1971, Robert Bourassa, then Premier of Quebec, launched a major hydroelectric scheme to be built 1400 km North of Montreal. Known as the "James Bay" project, the first phase included the creation of eight powerhouses, six reservoirs and the diversion of two rivers. These transformations necessarily impacted the local Cree people; a territorial agreement partly compensated them but remains controversial to this day. While northern communities overwhelmingly bear the ecological cost of the project, the bulk of James Bay energy flows south to the industrial centers of Quebec, Ontario and the U.S. The assertion then that "James Bay belongs to all the Quebecois" which was meant to ease political tensions about the project begs the question, "Who are the Quebecois" and how do the Crees fit within such a community? This thesis explore that question by looking at the Quebecois cultural production of territory and its resources in the north. If James Bay was out of reach, it was never out of view. Media and political discourses reiterated key elements of a Quebecois cultural relationship to place, some of which are contained in the rural literature known as the roman de la terre. Several elements of this literature and its broader context were recontextualized in James Bay, particularly as they pertained to the will to occupy the land and develop natural resources. This was an important aspect of making James Bay - a land historically inhabited by the Crees - into a "Quebecois" national landscape. I suggest that this process was largely rooted in representations of nature that sought to bind it with nation and national identity. Thus James Bay demonstrates the close connection between identity and environmental struggles. For the Quebecois, the access to James Bay was supported by a territorial discourse that performed their own cultural past. This provoked an organized resistance from the Crees which constituted them as a modern political unit. A look at the cultural geography of the region highlights the political scales created in the accessing of resources that render their equitable and sustainable use more difficult to achieve.

In 1971, Robert Bourassa, then Premier of Quebec, launched a major hydroelectric scheme to be built 1400 km North of Montreal. Known as the "James Bay" project, the first phase included the creation of eight powerhouses, six reservoirs and the diversion of two rivers. These transformations necessarily impacted the local Cree people; a territorial agreement partly compensated them but remains controversial to this day. While northern communities overwhelmingly bear the ecological cost of the project, the bulk of James Bay energy flows south to the industrial centers of Quebec, Ontario and the U.S. The assertion then that "James Bay belongs to all the Quebecois" which was meant to ease political tensions about the project begs the question, "Who are the Quebecois" and how do the Crees fit within such a community? This thesis explore that question by looking at the Quebecois cultural production of territory and its resources in the north. If James Bay was out of reach, it was never out of view. Media and political discourses reiterated key elements of a Quebecois cultural relationship to place, some of which are contained in the rural literature known as the roman de la terre. Several elements of this literature and its broader context were recontextualized in James Bay, particularly as they pertained to the will to occupy the land and develop natural resources. This was an important aspect of making James Bay - a land historically inhabited by the Crees - into a "Quebecois" national landscape. I suggest that this process was largely rooted in representations of nature that sought to bind it with nation and national identity. Thus James Bay demonstrates the close connection between identity and environmental struggles. For the Quebecois, the access to James Bay was supported by a territorial discourse that performed their own cultural past. This provoked an organized resistance from the Crees which constituted them as a modern political unit. A look at the cultural geography of the region highlights the political scales created in the accessing of resources that render their equitable and sustainable use more difficult to achieve. / Arts, Faculty of / Geography, Department of / Graduate

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-03-21T20:36:25Z No. of bitstreams: 1 DISS_2015_Aline Fernanda de Souza.pdf: 976448 bytes, checksum: 6a62643aad0eb524dd8f2dfa37fe2d01 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-10T19:23:31Z (GMT) No. of bitstreams: 1 DISS_2015_Aline Fernanda de Souza.pdf: 976448 bytes, checksum: 6a62643aad0eb524dd8f2dfa37fe2d01 (MD5) / Made available in DSpace on 2018-04-10T19:23:31Z (GMT). No. of bitstreams: 1 DISS_2015_Aline Fernanda de Souza.pdf: 976448 bytes, checksum: 6a62643aad0eb524dd8f2dfa37fe2d01 (MD5) Previous issue date: 2015-04-06 / FAPEMAT / A presente dissertação de mestrado se insere no campo das políticas educacionais e tem como foco uma política educacional de gestão implementada pela Secretaria de Estado de Educação de Mato Grosso (SEDUC/MT). Esta pesquisa é denominada de Política de Integração PPP/PDE, e sua proposta se baseia na integração entre o Projeto Político Pedagógico (PPP) e o Plano de Desenvolvimento da Escola (PDE – Escola). Tal política possui o intuito de superar uma possível sobreposição do PDE – Escola em detrimento do PPP, através da proposta de potencializar os benefícios de ambos os documentos e evitar a fragmentação das ações no cotidiano das unidades escolares da rede estadual de educação de Mato Grosso. O foco central desse trabalho é analisar as compreensões expressas pelos sujeitos que atuam no contexto da produção do texto e no contexto da prática acerca da referida política, a partir dos discursos apresentados por eles. Para isso valho-me de uma pesquisa de abordagem qualitativa interpretativa, utilizando-me da análise de políticas públicas com base no Ciclo de Políticas proposto por Stephen Ball e Richard Bowe, da análise documental realizada no Guia Orientativo produzido pela Secretaria de Estado de Educação e da análise do discurso a partir do conceito de discurso apresentado por Michael Foucault tendo como base entrevistas realizadas com nove sujeitos atuantes na Secretaria de Estado de Educação, Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso (CEFAPRO) – polo de Rondonópolis e duas escolas estaduais de Rondonópolis-MT. Essa política foi analisada tendo como base sua implantação no ano de 2011, no Estado de Mato Grosso por meio da estratégia de formação adotada pela Secretaria de Estado de Educação onde o processo formativo acerca da orientação para sua implementação foi estruturado da seguinte forma: SEDUC – CEFAPRO – Escolas. Nesse contexto, a Secretaria realizou o processo formativo com os CEFAPROS e os CEFAPROS com as escolas. Desse modo, a implementação dessa política tem ocorrido no interior das escolas de forma que os sujeitos ativos nesse processo, compreendem, interpretam e ou recriam a política a partir de uma leitura baseada em suas experiências, valores e histórias. Vale ressaltar ainda que esta pesquisa contou com apoio financeiro da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES e da Fundação de Amparo a Pesquisa do Estado de Mato Grosso – FAPEMAT. / This master thesis belongs to the field of education policies and focuses on an educational management policy implemented by the State of Mato Grosso Education (SEDUC / MT). This research is called PPP / PDE Integration Policy, and its proposal is based on the integration of the Pedagogical Political Project (PPP) and the School Development Plan (EDP - School). This policy has the aim of overcoming a possible overlap of the PDE - School over the PPP by proposing to leverage the benefits of both documents and avoid fragmentation of actions in daily school units of the state system of Mato Grosso education. The central focus of this paper is to analyze the understandings expressed by the subjects that act in the context of text production and in the context of practice about the policy, from the speeches made by them. For this I make use of an interpretative qualitative research, using me the analysis of public policies based on the policy cycle proposed by Stephen Ball and Richard Bowe, the documentary analysis in approximate guide produced by the Ministry of Education and discourse analysis from the concept of discourse presented by Michael Foucault taking based on interviews with nine active subjects in the State Department of Education, Training Center and Professional Updating of Basic Education of Mato Grosso (CEFAPRO) - Polo Rondonópolis and two state schools in Rondonópolis-MT. This policy was analyzed based on its implementation in 2011, in the State of Mato Grosso through the training strategy adopted by the Ministry of Education where the training process on the guidance for its implementation has been structured as follows: SEDUC - CEFAPRO - Schools. In this context, the Secretariat conducted the training process with CEFAPROS and CEFAPROS with schools. Thus, the implementation of this policy has occurred within schools so that the active subjects in the process, understand, interpret and recreate or politics from a reading based on their experiences, values and stories. It is worth emphasizing that this research had the financial support of Higher Education Personnel Enhancement Coordination - CAPES and Amparo the State of Mato Grosso Research Foundation - FAPEMAT.