A presente investigação procura identificar os efeitos do currículo cultural nos sujeitos da educação, através da análise das significações elaboradas sobre as práticas corporais tematizadas, bem como sobre seus representantes. Enquanto projeto formativo, o currículo cultural pretende influenciar na constituição de identidades solidárias e a favor das diferenças. Afinal, na luta por uma sociedade menos desigual, o currículo se configura como um artefato cultural importante, pois nele se forjam os cidadãos e cidadãs. É por meio dele, também, que determinados saberes são validados enquanto outros ficam à margem. Na perspectiva cultural da Educação Física, o currículo visa a construir uma proposta onde os distintos patrimônios culturais corporais sejam reconhecidos através da tematização das práticas corporais que coexistem no cenário social, bem como a valorização dos significados produzidos por seus representantes. Para a realização da pesquisa, foi desenvolvida uma etnografia e uma autoetnografia de aulas de Educação Física culturalmente orientadas em escolas públicas da capital paulista. O material produzido foi submetido à análise cultural e confrontado com a teorização pós-crítica. De um modo geral, os resultados permitem afirmar que o currículo cultural em ação exerce uma influência nas significações proferidas pelos estudantes acerca das práticas corporais tematizadas e os sujeitos que delas participam. Contrariando as expectativas iniciais que centravam o processo nas atividades de ampliação mediante o contato com outras representações, o processo de ressignificação acontece desde o mapeamento, perpassa as vivências e se fortalece, de maneira especial, naquelas atividades de aprofundamento em que são desenvolvidas situações didáticas voltadas para a desconstrução de representações pejorativas. Também se concluiu que os professores exercem um papel fundamental nesse processo ao se mostrarem abertos às representações dos estudantes, sem imposição de significados e garantindo-lhes o espaço para livre expressão. / This research attempts to identify the effects of the cultural curriculum in education individuals, through the analysis of the significances drawn over the themed bodily practices, as well as their representatives. As a plan of formation, the cultural curriculum project aims to influence the formation of compassionate identities, supportive of cultural differences. After all, in the struggle for a less unequal society, the curriculum presents itself as an important cultural device, being known that all citizens are forged upon it. It is also through it that some kinds of knowledge are validated, while others are put aside. Within the cultural perspective of Physical Education, the curriculum aims to build up a proposal so that the distinct cultural bodily patrimonies may be recognized through the theming of the bodily practices, which coexist within the social background, as well as the appreciation of the significances produced by their representatives. Within the context of this research there were the development of ethnography and an autoethnography, which took place in culturally oriented Physical Education classes, in public schools from the city of Sao Paulo. The produced material was submitted to a cultural analysis and it was confronted with the postcritical theory. On the whole, the results allow to state that the cultural curriculum in action exerts influence on the significances given by students concerning the thematic bodily practices and the ones who take part on them. Contrary to the initial expectations, that used to focus the process on expansion activities, concerning the contact with other representations, the process of redefinition is build up since the mapping; it elapses experiences and grows stronger, especially on the deepening activities, in which there is the development of educative experiences regarding the deconstruction of derogatory behaviours. It was also concluded that the teachers exert a significant role in this process, by being open to students\' representations without the imposition of significances and, thus, granting them a place for free expression.

This thesis studies people’s sensory perceptions of historic architecture, exploring the physical triggers for such experience, and connecting these with what can and should be maintained through building conservation. Sensory design is a developing field in architecture. The research argues that this approach can inform people’s understanding of the architectural experience of historic buildings, which in current discourse are predominantly considered for their associated ‘cultural significances’. People’s affinity to (historic) buildings is initiated by a response through the senses. This research advocates that establishing the triggers for such sensory response should be the main focus of the initial assessment of a building for conservation. From the review of changing approaches to building conservation, and exploration of sensory perception and sensory design, the research concludes people’s experiential perceptions have not been structurally considered in the appraisal of historic buildings. The methodology entailed the empirical development of a suitable assessment format, through performing initial on-site surveys that generated data to be added to those of a final sensory assessment, covering three buildings. Buildings were assessed according to Gibson’s sensory systems of visual, auditory, haptic, olfactory/gustatory and orientational perception, as well as with a comprehensive multisensory focus. Evidence from the data retrieved through this research indicates that the sensory assessment is a useful, informative and exciting addition to any architectural survey in building conservation practice. Such rich information will provide guidance and clarity to decision processes, to assist in retaining the affinity as the building’s physical relevance for the future. The research makes an original contribution to knowledge through the combination of two areas of study; through the application of sensory perception to understand historic buildings; and, in demonstrating that a sensory assessment has true potential as a suitable approach to the issue in practice.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-13T12:25:21Z No. of bitstreams: 1 João Carlos Cassiano Ribeiro.pdf: 1419229 bytes, checksum: 9c661b7ddee4787191d6643d1837f939 (MD5) / Made available in DSpace on 2018-06-13T12:25:21Z (GMT). No. of bitstreams: 1 João Carlos Cassiano Ribeiro.pdf: 1419229 bytes, checksum: 9c661b7ddee4787191d6643d1837f939 (MD5) Previous issue date: 2018-04-02 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This study aimed to expand knowledge about the occupations carried out by students of a public school in the state of São Paulo, in the year 2015, after the announcement of the state government about the school reorganization, seeking to understand the meanings and significances that the students attributed to the occupations. The research was done in the city of São Paulo and three students who participated in the occupations were selected. Interviews were conducted with the students, which after transcribed were systematized and analyzed based on the methodological proposal of Aguiar and Ozella (2006, 2013) and Aguiar, Soares and Machado (2015), authors which are linked to the theoretical basis of Socio-Historical Psychology. In order to contribute to the analysis, significance nuclei have been constructed, which allow a closer approximation of the areas of meaning. During the analysis of data, it was verified that the students have in common a family trajectory marked by the inequality. The need to work has contributed to the discontinuation of the parent’s studies. The lack of participation of the students in the discussions by the school and the Department of Education is a factor that contributed to the occupation of the school. They understand the limitations of the achievements they have gained and recognize the complexity of the political struggle in which they were involved. In this way, it is understood that by involving students and reflecting on the established relationships between developed school knowledge and the needs and characteristics of the school community contributed to an improvement in students' learning and development, positively impacting developed citizenship relations in society / O estudo teve como objetivo ampliar conhecimentos acerca das ocupações realizadas por alunos de uma escola pública paulista no ano de 2015 após anúncio do governo estadual sobre a reorganização escolar, buscando apreender sentidos e significados que os alunos atribuíram às ocupações. A pesquisa foi realizada no município de São Paulo e foram selecionados três alunos que participaram das ocupações. Foram realizadas entrevistas com os alunos, que após serem transcritas foram sistematizadas e analisadas com base na proposta metodológica de Aguiar e Ozella (2006; 2013) e Aguiar, Soares e Machado (2015), autores que estão vinculados ao fundamento teórico da Psicologia Sócio-Histórica. Visando contribuir com a análise construíram-se núcleos de significação, que permitem maior aproximação das zonas de sentido. Durante a análise de dados, constatou-se que os alunos possuem em comum uma trajetória familiar marcada pela desigualdade. A necessidade de trabalhar contribuiu para a interrupção dos estudos dos pais. A falta de participação dos alunos nas discussões pela escola e pela Secretaria de Educação é um fator que contribuiu para a ocupação da escola. Compreendem as limitações das conquistas que obtiveram e reconhecem a complexidade do embate político em que estavam envolvidos. Dessa forma entende-se que ao envolver os alunos e proporcionar uma reflexão sobre as relações estabelecidas entre o conhecimento escolar desenvolvido e as necessidades e características da comunidade escolar contribuíram para uma melhora da aprendizagem e no desenvolvimento dos alunos, impactando positivamente as relações de cidadania desenvolvidas na sociedade

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-05T13:00:22Z No. of bitstreams: 1 Divaneide Alves da Silva.pdf: 1658907 bytes, checksum: 87d15af06a4e130651edc4dc291aa11f (MD5) / Made available in DSpace on 2018-11-05T13:00:22Z (GMT). No. of bitstreams: 1 Divaneide Alves da Silva.pdf: 1658907 bytes, checksum: 87d15af06a4e130651edc4dc291aa11f (MD5) Previous issue date: 2018-09-14 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study consists in the learning of the meanings that black teachers assign to their own identity. The objectives were to comprehend the multiple determinations of aspect given to the black identity and the strategies, which is used to those teachers to attribute meanings to their black identity. Semi structured interviews were used an instrument of qualitative research, the interviews were performed with four teachers of state owned public schools in the state of São Paulo. Then, the reports were transcribed, systematized, analyzed, and interpreted using the nuclei of meaning, according to the methodological proposal of Aguiar e Ozella (2013). It was used as a theoretical methodological base, the socio historical psychology. In the analysis and interpretations of the collected information, it was possible to assume that the meanings of the studied subjects were demonstrated for movements that expresses contradictions and determinations that are impregnated with values originated from the process of whitening, from the values and behavior that were imposed to the black population and directly influences its identity, which are biased with social values that determines the actions and conceptions of a society. Thus, from the analysis an interpretations of the collected information, we seek to contribute to answer the objective of this research / O presente estudo consiste em apreender os sentidos e significados atribuídos por professores negros à própria identidade. Teve como objetivos compreender as múltiplas determinações do aspecto atribuído à identidade negra e quais as estratégias empregadas por esses professores para as significações de sua identidade negra. Foi utilizada como instrumento de pesquisa qualitativa a entrevista semi-estruturada, a qual foi realizada com 4 (quatro) professoras de escola pública estadual do Estado de São Paulo. A partir de então, os relatos foram transcritos, sistematizados, analisados e interpretados com base nos núcleos de significação, de acordo com a proposta metodológica de Aguiar e Ozella (2013). Foi utilizada, como fundamento teórico metodológico, a Psicologia Sócio-Histórica. Na análise e interpretação das informações coletadas, foi possível constatar que as significações dos sujeitos pesquisados foram demonstradas por movimentos que expressam contradições e determinações impregnadas de valores advindos do processo de embranquecimento, acerca dos valores e comportamentos impostos à população negra e que impactam diretamente a sua identidade, as quais são enviesadas valores sociais que determinam concepções e ações de uma sociedade. Assim, a partir da análise e interpretação das informações coletadas, buscou-se contribuir com as respostas dos objetivos propostos por esta pesquisa