Esta dissertação descreve e analisa um conjunto de atividades educativas realizadas a partir de alguns produtos do Laboratório de Estudos sobre a Cidade Antiga - Labeca: o videodocumentário \"Siracusa Cidade Antiga\", mapas, plantas, fotografias e desenhos de reconstituições provenientes do banco de dados do laboratório e maquetes das cidades gregas de Poseidônia, Priene, Olinto e Selinonte. As atividades tiveram como objetivos divulgar a produção do Labeca e testar este material com o público alvo, buscando ampliar a visão da Grécia antiga comumente presente na escola; trabalhar o fazer ciência, por meio do oficio do arqueólogo; entender as diversas linguagens que constituem as formas de representação dos objetos, podendo, assim, exercer o pensamento crítico em relação a elas; e despertar o olhar do público para o universo das coisas materiais. Como público alvo da pesquisa, selecionamos duas turmas do 1º. Ano do Ensino Médio da Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo. Os alunos participaram de três encontros: apresentação do videodocumentário em sala de aula, visita ao MAE/USP para um trabalho com os mapas, plantas, fotografias, reconstituições e maquetes e, por fim, o manuseio de objetos arqueológicos e contemporâneos, novamente em sala de aula. Aplicamos três questionários aos alunos durante os encontros, os quais tinham por objetivo diagnosticar as impressões do público sobre o conjunto de atividades e se sua perspectiva em relação à Arqueologia e às cidades gregas antigas se modificou ao longo dos encontros. Os resultados que obtivemos a partir do questionário final, aplicado 70 dias após o primeiro, demonstraram que, de acordo com a concepção dos próprios alunos, a visão que tinham sobre Arqueologia foi modificada. Também pudemos verificar que outras características ligadas às cidades gregas passaram a compor o imaginário dos alunos sobre o tema, além daquelas elencadas no questionário inicial. / This Master thesis describes and analyses a set of educational activities created from some products developed by the Laboratory for the Study of the Ancient City (Labeca - MAE/USP). These products are the DVD \"Siracusa Cidade Antiga\" (\"Syracuse, Ancient City\"), maps, plans, photographs, reconstructions and models of four ancient Greek cities - Poseidonia, Olynth, Priene and Selinus. The activities aimed at divulge Labeca\'s products by testing them with the audience, seeking to expand the vision of ancient Greece commonly presented in school. The project had another three goals. The first was to show how the scientific thinking of the archaeologist works. The second one aimed at presenting to the students the diversity of languages used to represent things and how these languages must be criticized. Our last goal was to draw the students\' attention to the material things surrounding them. As audience, we selected two classes of the 1st. year of High School from the Escola de Aplicação of the Faculdade de Educação (Faculty of Education) in the University of São Paulo. Initially, the students watched the DVD \"Siracusa Cidade Antiga\" (\"Syracuse, Ancient City\") in their classroom. A few weeks later, they visited the MAE/USP, where they were presented to maps, plans, photographs, reconstructions and models of four ancient Greek cities. Finally, we paid a second visit to their classroom and the students had the chance to handle archaeological and contemporary objects. Three questionnaires were submitted to the students by the end of each meeting. They aimed at diagnosing the public reaction to the set of activities and identifying whether their perspective on archaeology and ancient Greek cities had changed throughout the meetings. The answers from the last questionnaire, which was applied seventy days after the first one, showed some changes about the students\' perception of Archaeology, according to themselves. Furthermore, we observed that other characteristics linked to the Greek cities were included in the imaginary of the students, in addition to those listed by them in the initial questionnaire.

Esta pesquisa pretende analisar, a partir de um estudo de público com alunos de séries iniciais, a relação dos sujeitos com a Arqueologia e com o passado arqueológico, aquele que se refere à ocupação indígena (pré-colonial e histórica) na cidade de Londrina-Paraná estritamente. A formação deste município deu-se por meio de um projeto de colonização estrangeira, articulado pela Companhia de Terras Norte do Paraná, o que gerou exclusão e/ou negação da presença indígena. Ainda, pretende-se refletir sobre os alcances e os limites das propostas educativas de Arqueologia desenvolvidas no ambiente formal de ensino. Para alcançar estes objetivos, a metodologia utilizada está relacionada à \"ação arqueológica educativa\" constituída pelo estudo das ideias prévias do público, intervenção pedagógica e estudo das ideias pós-intervenção. Somada à investigação desenvolvida com os alunos, o trabalho tem como objetivo discutir as relações entre a Arqueologia Pública e a Educação Patrimonial e o papel da escola no que se refere à comunicação do conhecimento arqueológico. / This research aims to analyze, from a study of public with primary students, the relationship of people with the archeology and the archaeological past, to that refers to the (pre-colonial and historical) indigenous occupation in Londrina-Parana strictly. The birth of this city was given by a foreign colonization project, articulated by Companhia de Terras Norte do Paraná, which resulted in the exclusion and/or denial of indigenous presence. Also, it is intended to reflect on the reaches and limitations of the educational proposals of Archaeology developed in the formal learning environment. To achieve these objectives, the methodology used is related to \"educational archaeological action\" constituted by the study of previous ideas of the public, pedagogical intervention and post-intervention study of ideas. Added to the research undertaken with students, the study aims to discuss the relationship between the Public Archaeology and Heritage Education and the role of the school in respect to the communication of archaeological knowledge.

Pre-collegiate teachers in Saskatchewan recognize the value of integrating archaeological content into natural and social science curricula. However, there is currently a lack of curriculum-relevant resources available to teachers who are interested in teaching with archaeology. In addition to meeting Saskatchewan Core Curriculum standards and objectives, the holistic, multi-disciplinary, activities-based approach inherent in archaeology education provides students with opportunities to inquire, investigate, connect, cooperate and collaborate as they develop higher-level understanding and cognition independently and as members of a community of learners (Short and Burke 1991). Thus, the integration of archaeology into existing curricula complements contemporary cognitive development and social constructivist theories of knowledge of scholars Jean Piaget and Lev Vygotsky. Furthermore, learning through archaeology increases students awareness and appreciation of other cultures, and promotes understanding of the need to protect and conserve cultural resources. <p>There were two aims in the research: 1) To answer the question: What do teachers require to integrate archaeology concepts, themes and activities into Grade 6 Science and Grade 9 Social Studies curricula; and, 2) To assess the validity of the two assumptions that were taken after the review of the literature: i) If successful archaeology education programs in North America employed the use of hands-on, active learning, then the inclusion of hands-on, active learning in the archaeology education resources developed for the research will also prove effective ; and ii) If successful archaeology education programs in North America incorporated constructivist theories of learning, including the cognitive development theory of Jean Piaget and the sociocultural theory of Lev Vygotsky in their designs, then reference to constructivist theories of learning, including Piagets cognitive development theory and Vygotskys sociocultural theory, will result in the development of appropriate archaeology education materials.<p>The research occurred between January 2003 and June 2005, and involved the collaboration of nine teachers, a First Nations Elder, 689 Grade 6 and Grade 9 students, and 13 archaeologists. The research design followed a qualitative, action research approach, with the collection of data occurring through semi-structured interviews using McCrackens (1988) long interview method, as well as questionnaires, a survey, and participant observation. An open-coding approach was used to code data collected during the research.<p>In addition to providing answers to the research question and assessments of the validity of the two assumptions taken in the research, the results indicate that the benefits of integrating archaeological content into pre-collegiate curricula transcend professional jurisdictions. Outcomes include the development of Grade 6 Science and Grade 9 Social Studies archaeology units that can serve as templates and resources for teachers, curriculum developers, and archaeologists. Also, participants learned about: Saskatchewans human and environmental histories; how archaeology can be used to reveal these histories; and why it is necessary to protect and conserve cultural resourcesall goals of avocational and professional archaeological associations across North America.

Pre-collegiate teachers in Saskatchewan recognize the value of integrating archaeological content into natural and social science curricula. However, there is currently a lack of curriculum-relevant resources available to teachers who are interested in teaching with archaeology. In addition to meeting Saskatchewan Core Curriculum standards and objectives, the holistic, multi-disciplinary, activities-based approach inherent in archaeology education provides students with opportunities to inquire, investigate, connect, cooperate and collaborate as they develop higher-level understanding and cognition independently and as members of a community of learners (Short and Burke 1991). Thus, the integration of archaeology into existing curricula complements contemporary cognitive development and social constructivist theories of knowledge of scholars Jean Piaget and Lev Vygotsky. Furthermore, learning through archaeology increases students awareness and appreciation of other cultures, and promotes understanding of the need to protect and conserve cultural resources. <p>There were two aims in the research: 1) To answer the question: What do teachers require to integrate archaeology concepts, themes and activities into Grade 6 Science and Grade 9 Social Studies curricula; and, 2) To assess the validity of the two assumptions that were taken after the review of the literature: i) If successful archaeology education programs in North America employed the use of hands-on, active learning, then the inclusion of hands-on, active learning in the archaeology education resources developed for the research will also prove effective ; and ii) If successful archaeology education programs in North America incorporated constructivist theories of learning, including the cognitive development theory of Jean Piaget and the sociocultural theory of Lev Vygotsky in their designs, then reference to constructivist theories of learning, including Piagets cognitive development theory and Vygotskys sociocultural theory, will result in the development of appropriate archaeology education materials.<p>The research occurred between January 2003 and June 2005, and involved the collaboration of nine teachers, a First Nations Elder, 689 Grade 6 and Grade 9 students, and 13 archaeologists. The research design followed a qualitative, action research approach, with the collection of data occurring through semi-structured interviews using McCrackens (1988) long interview method, as well as questionnaires, a survey, and participant observation. An open-coding approach was used to code data collected during the research.<p>In addition to providing answers to the research question and assessments of the validity of the two assumptions taken in the research, the results indicate that the benefits of integrating archaeological content into pre-collegiate curricula transcend professional jurisdictions. Outcomes include the development of Grade 6 Science and Grade 9 Social Studies archaeology units that can serve as templates and resources for teachers, curriculum developers, and archaeologists. Also, participants learned about: Saskatchewans human and environmental histories; how archaeology can be used to reveal these histories; and why it is necessary to protect and conserve cultural resourcesall goals of avocational and professional archaeological associations across North America.

In 1866 the seat of Manatee County was moved to Pine Level, a newly-formed town in the wilderness of south Florida. By the 1880s, it contained stores, boardinghouses, churches, and government buildings. In 1887, Pine Level became DeSoto County’s first seat. However, when it lost county seat status to Arcadia only 18 months later, in 1888, Pine Level rapidly declined in population and importance, and eventually died out. The investigations of the Pine Level site detailed in this thesis were carried out as a public archaeology project, involving the DeSoto County Historical Society, University of South Florida, and the Florida Public Archaeology Network West Central Region. As a public archaeology project, one central goal of this work was to involve the local community in the fieldwork and ongoing research. The efforts of community volunteers, along with graduate and undergraduate students, were critical to several phases of this project, which is presented in this thesis. The second goal of the project was to learn as much as possible about the little-studied site of Pine Level and its inhabitants, and to contextualize its founding, growth, and downfall within the development of the south Florida region. Specifically, one goal was to learn more about the people who moved to this rural town, including their ethnicity, social status, livelihoods, and political outlook. The second research question was discovering how Pine Level had been spatially organized, whether this layout had changed over time, and x what this spatial patterning could reveal about the town’s function within greater south Florida. Historical and archaeological research methods were used to try to answer these questions. Historical research into the Reconstruction era placed Pine Level in context within the tumultuous changes of this period. Study of primary documents revealed information about how the town was organized, and how several buildings at the site were probably constructed. Oral history interviews were also conducted with community members who had knowledge of Pine Level. Archaeological investigations at the site included a surface survey, artifact collection, shovel testing, and unit excavation. This work was focused on ground-truthing the information gathered during the historical research and oral histories. Last, analysis of the ceramic, glass, and metal artifacts at the site added to the interpretation of the social status of Pine Level’s citizens, contributed to an evaluation of the site’s spatial patterning, and underscored functional differences between certain areas of Pine Level. The research presented in this thesis shows that Pine Level was the creation of a Republican politician, and that it functioned as an enclave of Republican power during the Reconstruction era. During this time, Pine Level’s growth was sluggish, and it remained unpopular with many citizens in Manatee County. It consisted of a few government buildings in the center of the town, but little else. However, with the fall of the Manatee County Republicans in 1876, Pine Level suddenly began to prosper, adding many new landowners and businesses. A distinct business district developed, and areas of the town near the major roads garnered particularly high prices. Artifact analysis shows that the income level of these newcomers was probably modest, but that they had xi access to consumer goods from across the United States and as far away as England. The town’s prosperity was short-lived, though. As detailed in this thesis, once Pine Level lost county seat status, it immediately began to decline, and businesses quickly moved to Arcadia. The town continued on as a small community through at least the first decade of the twentieth century, but eventually became a nothing more than a spot on a map.

What happens to a historically African American church when its local African American community no longer exists? Can attempts to emphasize its historic heritage help it to survive? In this dissertation, I consider the racial politics of urban gentrification and the ways in which one historic Black church community utilizes cultural heritage politics as a survival strategy and resistance to city planning in the city of Dallas, Texas. This case study is part of a much broader phenomenon dating to the post-WWII era whereby U.S. local, state, and federal government officials “redeveloped” urban neighborhoods as part of urban renewal plans. Some of these government actions resulted in drastic changes to neighborhood landscapes, displacing entire “minority” communities. Affected by similar circumstances, the St. Paul Church community chose to remain in its original neighborhood and restore its historic building, rather than bend to the will of Dallas city planners. In particular, I examine two church heritage projects; a public archaeology project in which a shotgun house site was excavated on the church property and a public history project which resulted in an interpretive history exhibition on the church. I examine how this church community became involved in these two projects and whether these approaches are practical to the historic preservation of this church community. Basic contributions of this work include: 1) filling gaps in public archaeology research by examining a public archaeology project, beyond the excavation, and critiquing its viability in jeopardized urban contexts, 2) analyzing strategies of political mobilization around heritage politics; 3) determining which Black communities are more likely to engage in and benefit from this type of political mobilization; and 4) problematizing what constitutes giving the power to a community to negotiate its past in the present. This dissertation project finds that although African-American and other minority groups are often politically and economically disadvantaged when challenging eminent domain abuse, these communities are not powerless. The St. Paul community’s utilization of heritage politics as a means to avert eminent domain abuse is one case in point. / text

In this thesis I investigate the relationships between mass media and popular notions of archaeology in Australia, and consider the implications of these relationships for the public outreach strategies of Australian archaeologists. First, I review the limited survey data available regarding public opinions of archaeology in Australia, together with the results from more extensive surveys conducted in North America. These surveys suggest that popular perceptions of archaeology include a variety of misconceptions that are incongruous with the ethical goals of the profession. Second, I develop a theoretical model of mass media that articulates the nature of the relationships between the producers of mass media and their audiences. This model predicts that widespread popular notions of archaeology are likely to be reflected in the texts of mainstream mass media. Third, I present the results of a content analysis study undertaken in relation to archaeological documentary programs screened on Australian television, demonstrating that a number of misconceptions about archaeology are strongly reinforced by these programs. This suggests that such misconceptions are deeply entrenched within contemporary Australian society. Finally, I identify a number of pathways along which archaeologists might seek to engage mass media as part of a broader 'popularisation' approach to public outreach in Australian archaeology.

In this thesis I investigate the relationships between mass media and popular notions of archaeology in Australia, and consider the implications of these relationships for the public outreach strategies of Australian archaeologists. First, I review the limited survey data available regarding public opinions of archaeology in Australia, together with the results from more extensive surveys conducted in North America. These surveys suggest that popular perceptions of archaeology include a variety of misconceptions that are incongruous with the ethical goals of the profession. Second, I develop a theoretical model of mass media that articulates the nature of the relationships between the producers of mass media and their audiences. This model predicts that widespread popular notions of archaeology are likely to be reflected in the texts of mainstream mass media. Third, I present the results of a content analysis study undertaken in relation to archaeological documentary programs screened on Australian television, demonstrating that a number of misconceptions about archaeology are strongly reinforced by these programs. This suggests that such misconceptions are deeply entrenched within contemporary Australian society. Finally, I identify a number of pathways along which archaeologists might seek to engage mass media as part of a broader 'popularisation' approach to public outreach in Australian archaeology.

O orientador mencionado na lista da Folha de Aprova??o, conforme consta na vers?o impressa do trabalho. / ?rea de concentra??o: Ci?ncias Humanas. / Linha de pesquisa: Hist?ria, Cultura e Arqueologia. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-03T12:42:01Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) thaisa_dayanne_almeida_macedo.pdf: 7456673 bytes, checksum: 29c01cd6e85ebd015aad3c40037a4528 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-09T17:15:11Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) thaisa_dayanne_almeida_macedo.pdf: 7456673 bytes, checksum: 29c01cd6e85ebd015aad3c40037a4528 (MD5) / Made available in DSpace on 2018-04-09T17:15:11Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) thaisa_dayanne_almeida_macedo.pdf: 7456673 bytes, checksum: 29c01cd6e85ebd015aad3c40037a4528 (MD5) Previous issue date: 2017 / Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) / Este trabalho tem como por finalidade relatar as experi?ncias as reflex?es decorrentes de uma experi?ncia de Educa??o Patrimonial realizada na cidade de Fel?cio dos Santos- MG. Parte-se do princ?pio de que mais do que um conjunto de conceitos, a Educa??o Patrimonial apresenta-se como base de conhecimento capaz de gerar nos indiv?duos a no??o de cidadania, voltada para a necessidade de sensibilizar acerca do patrim?nio (material e imaterial). O estabelecimento de metodologias e pr?ticas que cooperam para a valoriza??o e apropria??o do patrim?nio arqueol?gico ? significativamente importante para a valoriza??o e preserva??o dos bens culturais e das mem?rias e narrativas interligadas a eles. Pois, trata-se de tentar compreender o olhar das comunidades perante as identidades e hist?rias do seu pr?prio lugar e com as express?es culturais em torno delas. Nesse sentido, a pesquisa aqui apresentada se fundamenta na diversidade das mem?rias e nas multiplicidades de hist?rias, contos e causos, como pressuposto para criar aproxima??es entre o conhecimento cient?fico e a comunidade. Possui como foco principal uma regi?o que por algum tempo tem sido local de desenvolvimento de pesquisas no campo da arqueologia pelo Laborat?rio de Arqueologia e Estudo da Paisagem (LAEP/CEGEO/UFVJM). Almeja-se, assim, a constru??o metodologias e pr?ticas que possam dar significados sociais e culturais aos vest?gios arqueol?gicos e hist?ricos, possibilitando ?s comunidades detentoras deste patrim?nio a compreens?o da import?ncia da prote??o, valoriza??o e respeito (sobre) do patrim?nio hist?rico, arqueol?gico e cultural. Considera-se a Arqueologia P?blica como um aparato adequado para ser utilizado neste tipo de estudo, uma vez que, em seus princ?pios valoriza envolvimento do p?blico, em uma constru??o do conhecimento cient?fico atrav?s da interface entre Arqueologia-Sociedade. Dessa forma, o desejo por conhecer e divulgar o patrim?nio cultural da cidade acabou por colocar o p?blico envolvido como sujeitos fundamentais para os objetivos por n?s tra?ados. Cabe salientar que antes de tudo, a pesquisa nos revelou que h? um universo imerso nas comunidades que precisa ser conhecido. E que conhecer esse universo ? uma responsabilidade social reservada aos pesquisadores e profissionais que aventuram atr?s de descobertas naquelas terras. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This work aims to report the experiences of the reflections resulting from a Heritage Education experience held in the city of Fel?cio dos Santos - MG. It is assumed that more than one set of concepts, Heritage Education presents itself as a knowledge base capable of creating in individuals the notion of citizenship, focused on the need to raise awareness about the heritage (material and immaterial). The establishment of methodologies and practices that cooperate for the valorization and appropriation of the archaeological heritage is significantly important for the valuation and preservation of the cultural assets and of the memories and narratives interconnected to them. It tries to understand the community's view of the identities and histories of their own place and the cultural expressions around them. In this sense, the research presented here focuses on the diversity of the memories and on the multiplicities of stories, oral and non-oral. All of them are seen as a presupposition to create approximations between scientific knowledge and the community. It has as main focus a region which for some time has been a place of research development in the field of archeology by the Laboratory of Archeology and Landscape Studies (LAEP / CEGEO / UFVJM). It is hoped, therefore, to construct methodologies and practices that can give social and cultural meanings to the archaeological and historical vestiges. It will enable the communities that hold this patrimony to understand the importance of protection, valorization and respect (about) the historical, archaeological, and cultural patrimony. Public archeology is considered as a suitable apparatus to be used in this type of study, since, in its principles it values public involvement in a construction of scientific knowledge through the interface between Archeology and Society. In this way, the desire of knowing and divulging the cultural heritage of the city ended up putting the public involved as fundamental subjects for the goals we have set. It should be noted that, first of all, this research has revealed to us that there is a universe immersed in the communities that needs to be known. And that knowing this universe it is a social responsibility reserved for researchers and professionals who venture behind discoveries in those lands.

Esta pesquisa pretende analisar, a partir de um estudo de público com alunos de séries iniciais, a relação dos sujeitos com a Arqueologia e com o passado arqueológico, aquele que se refere à ocupação indígena (pré-colonial e histórica) na cidade de Londrina-Paraná estritamente. A formação deste município deu-se por meio de um projeto de colonização estrangeira, articulado pela Companhia de Terras Norte do Paraná, o que gerou exclusão e/ou negação da presença indígena. Ainda, pretende-se refletir sobre os alcances e os limites das propostas educativas de Arqueologia desenvolvidas no ambiente formal de ensino. Para alcançar estes objetivos, a metodologia utilizada está relacionada à \"ação arqueológica educativa\" constituída pelo estudo das ideias prévias do público, intervenção pedagógica e estudo das ideias pós-intervenção. Somada à investigação desenvolvida com os alunos, o trabalho tem como objetivo discutir as relações entre a Arqueologia Pública e a Educação Patrimonial e o papel da escola no que se refere à comunicação do conhecimento arqueológico. / This research aims to analyze, from a study of public with primary students, the relationship of people with the archeology and the archaeological past, to that refers to the (pre-colonial and historical) indigenous occupation in Londrina-Parana strictly. The birth of this city was given by a foreign colonization project, articulated by Companhia de Terras Norte do Paraná, which resulted in the exclusion and/or denial of indigenous presence. Also, it is intended to reflect on the reaches and limitations of the educational proposals of Archaeology developed in the formal learning environment. To achieve these objectives, the methodology used is related to \"educational archaeological action\" constituted by the study of previous ideas of the public, pedagogical intervention and post-intervention study of ideas. Added to the research undertaken with students, the study aims to discuss the relationship between the Public Archaeology and Heritage Education and the role of the school in respect to the communication of archaeological knowledge.