Ao analisar o histórico da educação de massa a nível mundial, nota-se que este surgiu principalmente com o aparecimento dos estados nacionais ao longo dos séculos XIX e meados do século XX. Se num momento histórico a educação de massa foi fundamental para formação dos estados nacionais, como se comportaria nos dias atuais com a maioria dos territórios já definidos. Nas últimas décadas sob a égide do neoliberalismo, evidencia-se uma relação muito estreita entre economia e educação, onde políticas públicas, sem objetivos sociais, acabam por fazer da educação um instrumento para ampliar as desigualdades sociais e econômicas, onde as pessoas que detém o saber possuem cada vez mais privilégios dentro do espaço social, inclusive o acesso a um nível mais elevado de educação devido a alta renda, enquanto os iletrados são segregados espacialmente e com baixo poder aquisitivo estão cada vez mais distantes de uma educação emancipadora, num círculo vicioso que tende ser agravado pela crescente mercantilização da educação. Neste estudo pode-se visualizar este fenômeno espacialmente, seja em locais historicamente consolidados, no caso do Vale do Paraíba Paulista, ou em zonas de fronteiras agrícola, onde territórios subnacionais estão ainda em formação, principalmente na Amazônia Legal. Esta visão geográfica do espaço social através da cartografia permitiu constatar e analisar estas desigualdades, para que possa ser útil aos planejadores diante da complexidade e especificidade de problemas sociais, econômicos e ambientais que ocorrem desde os níveis globais até os locais. Trata-se, portanto de uma análise de Educação Comparada, sem o intuito de criar paradigmas educacionais com base em regiões ou países desenvolvidos, mas levar a uma reflexão mais ampla diante da complexidade dos problemas atuais que necessitam primordialmente de soluções ao nível local tendo em vista as suas especificidades, diante das influências e as repercussões globais, uma vez que, as diversidades e desigualdades sócio-econômicas se tornam cada vez mais evidentes e recrudescentes diante das contradições capitalistas e da globalização que divulga XII um paradigma de desenvolvimento, sem levar em consideração a diversidade humana ou ambiental local, ressalvando-se, tão somente, quando são características favoreçam uma exploração econômica lucrativa e imediatista. Com a interdisciplinaridade da Geografia Regional e a Educação Comparada, esta dissertação procura fundamentar esta análise e prospecção territorial da educação com base nas formas, funções e estruturas que produzem determinados espaços sociais ao longo de um processo histórico, resumindo-se num estudo de Geografia da Educação / In reviewing the history of mass education in the world, it is noted that this was mainly with the emergence of nation states throughout the nineteenth and mid twentieth century. If a historic moment mass education was essential for formation of national states, what would happen today with most territories already defined. In recent decades under the aegis of neoliberalism, it is evident a very close relationship between economics and education, where public policy, not social goals, end up making education a tool to broaden the social and economic inequalities, where people holding the know have more privileges within the social space, including access to a higher level of education due to high income, while the uneducated are spatially segregated and with low purchasing power are increasingly distant from emancipatory education as a vicious circle which tends to be exacerbated by the increasing commoditization of education. In this study we can see this phenomenon spatially, whether in historical consolidated local in the case of Vale do Paraíba Paulista, or in agricultural frontier areas, where sub-national areas are still in training, especially in the Amazon. This vision of social space through geographical mapping allowed us to verify and analyze these inequalities, so it can be useful to planners on the complexity and specificity of social, economic and environmental impacts that occur from global levels to the site. It is therefore an analysis of comparative education, without the intention of creating educational paradigms based on regions or countries, but lead to a broader reflection on the complexity of current problems that need solutions primarily at the local level taking into their specific views in the face of global influences and repercussions, since the diversity and socio-economic inequalities are becoming more evident and recrudescent on the capitalist contradictions and globalization which discloses a development paradigm, regardless human diversity or environmental site, subject to, alone, when there are features favoring an immediate and profitable economic exploitation. With the interdisciplinary of Regional Geography and Comparative Education, this essay attempts to base this XIV analysis and exploration of territorial education based on the forms, functions and structures that produce social spaces along a historical process, summarizing a study of Education Geography.

<p>The purpose with this essay is to explore the social changes in relation to changes in mortality for the two largest ethnic groups in Estonia; ethnic Estonians and the Russian minority. Since this is a geographical essay, my purpose is also to explore these changes in relation to the country’s internal geography. As these changes appear over time in space, the content is partly rooted in a time geographical point of view. It is also rooted in a regional geographical point of view, since I have been comparing the mentioned changes between different areas in Estonia (with considerations on developments abroad).</p><p>Two different development lines can be seen as a consequence of the social changes taking place in the 1990s. While the ethnic Estonians situation has improved, the Russian minority’s situation has instead declined regarding to social existence and health. As a result the mortality has increased enormously for the Russian minority. The ethnic Estonians had also a mortality increase in practically all studied causes of death in all studied areas, but this increase wasn’t as high as for the Russian minority. Nevertheless, when comparing two different counties with each other as well as with the country as whole, the pattern seems to be more complicated. The Russians living in the western county of Läänemaa, have been affected more favourably by the social change than those living in the north-eastern county of Ida-Virumaa. Except for mortality by alcohol poisoning, the Russians living in Läänemaa had a much lower mortality increase than those living in Ida-Viruma and even compared with the country as whole.</p><p>It seems as those Russians living in the western parts of Estonia have been affected more favourably than those living in the north-eastern parts. These structures are very much depending on the history, since most of the Russians living in the north-eastern area immigrated during the Soviet era, while the western parts had a much earlier immigration of Russians. Considering the time and place of the Russian immigration, one can divide the Russian minority in two groups; those in the west, and those in the east.</p>

The purpose with this essay is to explore the social changes in relation to changes in mortality for the two largest ethnic groups in Estonia; ethnic Estonians and the Russian minority. Since this is a geographical essay, my purpose is also to explore these changes in relation to the country’s internal geography. As these changes appear over time in space, the content is partly rooted in a time geographical point of view. It is also rooted in a regional geographical point of view, since I have been comparing the mentioned changes between different areas in Estonia (with considerations on developments abroad). Two different development lines can be seen as a consequence of the social changes taking place in the 1990s. While the ethnic Estonians situation has improved, the Russian minority’s situation has instead declined regarding to social existence and health. As a result the mortality has increased enormously for the Russian minority. The ethnic Estonians had also a mortality increase in practically all studied causes of death in all studied areas, but this increase wasn’t as high as for the Russian minority. Nevertheless, when comparing two different counties with each other as well as with the country as whole, the pattern seems to be more complicated. The Russians living in the western county of Läänemaa, have been affected more favourably by the social change than those living in the north-eastern county of Ida-Virumaa. Except for mortality by alcohol poisoning, the Russians living in Läänemaa had a much lower mortality increase than those living in Ida-Viruma and even compared with the country as whole. It seems as those Russians living in the western parts of Estonia have been affected more favourably than those living in the north-eastern parts. These structures are very much depending on the history, since most of the Russians living in the north-eastern area immigrated during the Soviet era, while the western parts had a much earlier immigration of Russians. Considering the time and place of the Russian immigration, one can divide the Russian minority in two groups; those in the west, and those in the east.

The study Packning i tid och rum (Crowding in Time and Space) is a Master Thesis in Human Geography within Geography, presented at Södertörn University College. The aim is to investigate the connections between time and space, more particularly, geographical changes over time. This is done by focusing on the Study of Land use as a phenomenon and on-going processes in demarcated areas. Distinct areas are given special interest, i.e. how they are used. The study deals with three different kinds of sites in three levels of scale: a market garden, cemeteries and a residential area. The main focus of the study is on the cemeteries. Sources to geographical data and other pieces of information are geographical systems, statistics, interviews, own observations, and photographs. This material has been worked up with simple statistic methods, map studies, and qualitative methods. The Time Geography and the New Regional Geography are used as a theoretical framework. There is an ambition to search for general understanding. The work is strongly inspired by the geographer Torsten Hägerstrand’s work and approach. It is also influenced by Systems Theory. The results confirm that there is a closer crowding of geographic objects in time and space within the cemeteries. Chorological changes could indicate similar processes at the garden center and residential area. Space is a limited resource and packing problems need to be solved. Some strategies to achieve that aim are found. At the end is discussed if closer crowding, needs more of register, measuring and restrictions and that some things are accepted to take large place in space since they are temporal. / Studien Packning i tid och rum är ett examensarbete i ämnet geografi, inriktning kulturgeografi, vid Södertörns högskola. Syftet är att utforska sambandet mellan tid och rum och då som geografiska förändringar över tiden. Det sker genom att studera markanvändning som fenomen och pågående processer i avgränsade områden. Speciellt intresse ägnas åt hur ytor disponeras. Tre olika slags områden studeras: en handelsträdgård, begravningsplatser och ett bostadsområde. Tyngdpunkten i undersökningen ligger på studiet av begravningsplatser. Geografiska data och annan information har hämtats från geografiska informationssystem, statistik, intervjuer, egna observationer och fotografier. Materialet har bearbetats med enkel statistisk metod, kartstudier och kvalitativa metoder. Som teoretisk ram används tidsgeografi och den nya regionalgeografin. Det finns en ambition att söka efter generell förståelse. Arbetet är starkt inspirerat av geografen Torsten Hägerstrands arbete och synsätt. I arbetet finns även inslag av systemteoretiskt tänkande. Resultaten visar att det sker en tätare packning av geografiska objekt i tid och rum på kyrkogårdarna. Korologiska förändringar kan tyda på liknande processer i handelsträdgården och bostadsområdet. Utrymmet är en begränsad resurs och packning är ett problem att lösa. Olika strategier för att hantera trängseln observeras. Avslutningsvis diskuteras förhållandet att ju tätare packning desto mer av registerhållning, mätning och restriktioner fordras och att vissa saker tillåts breda ut sig i rummet om de är tillfälliga.

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The title of the diploma thesis is: Multimedia educational programme for teaching of regional geography of America (Caribbean island states) at secondary school". It consists of two parts. The first one consists of an analysis of literature and materials that relates to the topic of the diploma thesis (geography textbook, non-fiction literature and magazines). The second part contains a proposal of multimedia educational material about Caribbean island states for secondary schools. It includes not only an interactive textbook but also a methodical guide with annotations for (to) particular slides and solutions of (to) tasks from the textbook. Everything is created according to Framework educative programme for basic education.

The diploma thesis consists of two basic parts. In the first part the professional and popular scientific literature are analysed. Also geographical textbooks, English textbooks, magazines and other sources connected to the thesis theme are analysed. The second part of the thesis contents author´s own created proposal of the educational programme for the US countries. The educational programme puts the emphasis on the relationship between the school subjects of geography and English. It is created in the programme Smart Notebook 10 used for interactive whiteboards Smart Board, which can activate students in the lesson. The educational programme is completed with the user´s manual which describes how to work with the programme in detail and contents the results of the added worksheets.

The main theme of the thesis is to create a suggestion of my own teaching material for teaching the topic of regional geography of South America on the 2nd stage of Primary school with the use of project ? based teaching and practical form of teaching and it ´s posibility of teaching outside a Primary school. The suggestion of the teaching material is in the form of woorkbook that contains worksheets for suggestion project dealing with the topic regional geography of South America and Amazon. There was also created mehtodological guide for teachers to help them in organization of these projects. The teaching text itself corresponds to principles defined in the current educational documents. The teoretici part evaluates the signifikance and status of the topic regional geography of South America in the curriculum in the kontext of the Framework Educational Programme for Elementary Education and the school educational programmes of school monitored. The next chapters are devoted to the didactic function analysis of current educational textbooks and workbooks for the 2nd stage Primary schools and to evaluace the importance of the project ? based in the teaching of Geography.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-04-15T12:05:14Z No. of bitstreams: 1 arquivototal.pdf: 4289730 bytes, checksum: 77da15e01b6ebab7f9fcaa99f1e742eb (MD5) / Made available in DSpace on 2016-04-15T12:05:14Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4289730 bytes, checksum: 77da15e01b6ebab7f9fcaa99f1e742eb (MD5) Previous issue date: 2014-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Geography has always been present since the first schools established in Brazil, however it‟s history as school knowledge still little known, even if that issue is taking place nowadays. Aiming contribute to the research in the history of scholar geography, this work intends to highlight elements that allow us to think about the constitution process of the discipline in the Brazilian school context, between the 1870‟s and 1910‟s. Therefore, our analyzes were directed to Geography textbooks and to the persons responsible to elaborate such works, focusing on the authors. As a theoretical-methodological perspective, we rely on the history of school subjects, besides resorting to important representative elements of the field of school culture, of the social history and of the history of the book, among other contributions. The temporal context portrayed in this study includes important changes in various sectors of brazilian society, gaining centrality the republican and nationalist ideas. In the educational sector, it becomes clear an expansion of schooling, particularly in primary schools, covering various parts of the country, culminating in increased production of textbooks. Our survey on the Geography textbooks expressed a fertility of production, resulting in a total of 186 books, written by 134 authors, including works for regional geography. The books for use in schools in general comprise 134 titles, demonstrating a greater number of publications aimed at secondary school, instead of primary education. In reference to the works of regional geography, we cataloged a total of 52 books. In this case, considering the two levels of education mentioned, we observed a greater expressiveness for primary education. As for the number of authors, we have identified a heterogeneity of subjects coming from different provinces / states, with different backgrounds and performances. The highlights were the authors who performed the activity of teaching and those related to scientific and cultural institutions of the period, for example, those from the IHG. / A Geografia sempre se fez presente desde as primeiras escolas instaladas no Brasil, no entanto, sua história enquanto conhecimento escolar ainda é pouco conhecida, mesmo considerando que, na atualidade, essa temática vem ganhando espaço. Visando a contribuir com as pesquisas no âmbito da história da Geografia escolar, este trabalho tem como propósito evidenciar elementos que nos permitam conhecer e refletir sobre o processo de constituição dessa disciplina no contexto escolar brasileiro, entre as décadas de 1870 e 1910. Para tanto, nossas análises se direcionam para os livros didáticos de Geografia e para os sujeitos elaboradores desses impressos, enfocando os autores. Como perspectiva teórico-metodológica, apoiamo-nos na história das disciplinas escolares, além de recorrermos a importantes elementos representativos do campo da cultura escolar, da história social e da história do livro, dentre outros aportes. O contexto temporal retratado neste estudo compreende importantes transformações em vários setores da sociedade brasileira, ganhando centralidade as ideias republicanas e nacionalistas. No setor educacional, evidencia-se uma ampliação da escolarização, sobretudo das escolas primárias, contemplando várias partes do território nacional, culminando em um aumento da produção de livros escolares. Nosso levantamento acerca dos livros didáticos de Geografia expressou uma fertilidade na produção, resultando em um total de 186 livros, escritos por 134 autores, incluindo as obras destinadas à Geografia regional. Os livros destinados às escolas em geral compõem 134 títulos, demonstrando um maior número de publicações destinadas ao ensino secundário, em detrimento do ensino primário. Em referência às obras de Geografia regional, catalogamos um total de 52 livros. Neste caso, considerando os dois níveis de ensino mencionados, observamos uma maior expressividade para o ensino primário. Quanto ao conjunto de autores, identificamos uma heterogeneidade de sujeitos oriundos das diferentes províncias/estados, com diferentes formações e atuações. Destacaram-se os autores que exerciam a atividade do magistério e aqueles vinculados às instituições científicas e culturais do período, a exemplo dos IHG.

Ao analisar o histórico da educação de massa a nível mundial, nota-se que este surgiu principalmente com o aparecimento dos estados nacionais ao longo dos séculos XIX e meados do século XX. Se num momento histórico a educação de massa foi fundamental para formação dos estados nacionais, como se comportaria nos dias atuais com a maioria dos territórios já definidos. Nas últimas décadas sob a égide do neoliberalismo, evidencia-se uma relação muito estreita entre economia e educação, onde políticas públicas, sem objetivos sociais, acabam por fazer da educação um instrumento para ampliar as desigualdades sociais e econômicas, onde as pessoas que detém o saber possuem cada vez mais privilégios dentro do espaço social, inclusive o acesso a um nível mais elevado de educação devido a alta renda, enquanto os iletrados são segregados espacialmente e com baixo poder aquisitivo estão cada vez mais distantes de uma educação emancipadora, num círculo vicioso que tende ser agravado pela crescente mercantilização da educação. Neste estudo pode-se visualizar este fenômeno espacialmente, seja em locais historicamente consolidados, no caso do Vale do Paraíba Paulista, ou em zonas de fronteiras agrícola, onde territórios subnacionais estão ainda em formação, principalmente na Amazônia Legal. Esta visão geográfica do espaço social através da cartografia permitiu constatar e analisar estas desigualdades, para que possa ser útil aos planejadores diante da complexidade e especificidade de problemas sociais, econômicos e ambientais que ocorrem desde os níveis globais até os locais. Trata-se, portanto de uma análise de Educação Comparada, sem o intuito de criar paradigmas educacionais com base em regiões ou países desenvolvidos, mas levar a uma reflexão mais ampla diante da complexidade dos problemas atuais que necessitam primordialmente de soluções ao nível local tendo em vista as suas especificidades, diante das influências e as repercussões globais, uma vez que, as diversidades e desigualdades sócio-econômicas se tornam cada vez mais evidentes e recrudescentes diante das contradições capitalistas e da globalização que divulga XII um paradigma de desenvolvimento, sem levar em consideração a diversidade humana ou ambiental local, ressalvando-se, tão somente, quando são características favoreçam uma exploração econômica lucrativa e imediatista. Com a interdisciplinaridade da Geografia Regional e a Educação Comparada, esta dissertação procura fundamentar esta análise e prospecção territorial da educação com base nas formas, funções e estruturas que produzem determinados espaços sociais ao longo de um processo histórico, resumindo-se num estudo de Geografia da Educação / In reviewing the history of mass education in the world, it is noted that this was mainly with the emergence of nation states throughout the nineteenth and mid twentieth century. If a historic moment mass education was essential for formation of national states, what would happen today with most territories already defined. In recent decades under the aegis of neoliberalism, it is evident a very close relationship between economics and education, where public policy, not social goals, end up making education a tool to broaden the social and economic inequalities, where people holding the know have more privileges within the social space, including access to a higher level of education due to high income, while the uneducated are spatially segregated and with low purchasing power are increasingly distant from emancipatory education as a vicious circle which tends to be exacerbated by the increasing commoditization of education. In this study we can see this phenomenon spatially, whether in historical consolidated local in the case of Vale do Paraíba Paulista, or in agricultural frontier areas, where sub-national areas are still in training, especially in the Amazon. This vision of social space through geographical mapping allowed us to verify and analyze these inequalities, so it can be useful to planners on the complexity and specificity of social, economic and environmental impacts that occur from global levels to the site. It is therefore an analysis of comparative education, without the intention of creating educational paradigms based on regions or countries, but lead to a broader reflection on the complexity of current problems that need solutions primarily at the local level taking into their specific views in the face of global influences and repercussions, since the diversity and socio-economic inequalities are becoming more evident and recrudescent on the capitalist contradictions and globalization which discloses a development paradigm, regardless human diversity or environmental site, subject to, alone, when there are features favoring an immediate and profitable economic exploitation. With the interdisciplinary of Regional Geography and Comparative Education, this essay attempts to base this XIV analysis and exploration of territorial education based on the forms, functions and structures that produce social spaces along a historical process, summarizing a study of Education Geography.