Na construção do discurso ainda incipiente de Timor Leste, Ruy Cinatti e Luis Cardoso são autores fundamentais. Ambos constroem discursos sobre Timor, calcados na necessidade de se pensar as questões identitárias. Com seu caráter multifacetado, Cinatti apresenta uma visão bastante ampla dos timorenses e de seu território, através de sua obra poética e também dos seus inúmeros estudos científicos sobre o local e seus habitantes. Cinatti é, sem dúvida, um dos poucos poetas que articulam ciência e poesia, inaugurando uma nova visão de Timor. É fundamental perceber também como houve, para ele, uma evolução na imagem do timorense, ou seja, como ele deixa de ser um simples elemento exótico, numa paisagem por si só já exótica, e passa a figurar como elemento de destaque. Durante os diversos períodos em que esteve no território timorense, Ruy Cinatti escreveu diversos estudos científicos, além das poesias. A análise de alguns desses documentos complementa a leitura da obra poética do autor. As inúmeras fotos tiradas por ele, bem como os registros em filme, também são elementos fundamentais para a compreensão global do discurso cinattiano acerca de Timor. Ruy Cinatti, assim como o conjunto da sua obra, influenciou o romancista timorense Luís Cardoso, que lança mão da memória para narrar acontecimentos pessoais, sempre ligados a fatos históricos do Timor. Utiliza-se constantemente da memória não-oficial para recuperar a história que não foi registrada. Sua narrativa tem fortes características da literatura oral, com pinceladas de realismo fantástico. O presente trabalho procura traçar um paralelo entre esses dois autores, mostrando como cada um constrói a sua própria imagem de Timor, e perceber como Timor se vai desenhando na narrativa desses dois autores. / In the construction of the still incipient discourse on East Timor, Ruy Cinatti and Luis Cardoso are fundamentally important authors. Both build discourses about Timor based on the need to think about questions of identity. With his multifarious character, Cinatti presents a broad overview of the Timorese and their territory, through his poetic work and also through his countless scientific studies about the place and its inhabitants. Cinatti is, beyond doubt, one of the few poets to articulate science and poetry, introducing a new vision of Timor. It is also crucial to perceive how there was, in his case, an evolution in the image of the East Timorese, or, in other words, how he ceases to be a simple exotic element, in a landscape in itself exotic, and then appears as an outstanding element. During the several periods he spent in the territory of East Timor, Ruy Cinatti wrote many scientific studies, in addition to poetry. The analysis of some of these documents complements the reading of the authors poetry. The countless photos he took, as well as records on film, are also crucial elements in an overall understanding of Cinattis discourse about Timor. Ruy Cinatti, as well as all of his work, influenced the Timorese novelist Luís Cardoso, who makes use of memory to narrate personal events, always linked to historical facts about Timor. He constantly uses the unofficial memory to retrieve the history that was not recorded. His narrative has strong features of oral literature, with touches of fantastic realism. The present work searches to draw a parallel between these two authors, showing how each builds his own image of Timor, and to understand how Timor is pictured in the narrative of these two authors.

Este trabalho tem como escopo analisar, sob o viés dos estudos do discurso e da linguagem, como se edificam discursivamente identidades para o povo leste-timorense. Para tanto, a partir do tratamento qualitativo dos elementos dos corpora, observamos os procedimentos linguístico-discursivos relacionados à ativação/construção/mobilização de frames, à construção de objetos de discurso e à patemização. Nossos corpora são compostos por dez discursos pronunciados por Xanana Gusmão em dois momentos distintos da história de Timor-Leste: no período em que atuou como guerrilheiro durante a ocupação indonésia (entre 1982 e 1993) e, posteriormente, quando ocupou o cargo de Presidente da República (entre 2001 e 2006). O desenvolvimento do trabalho está articulado em torno de cinco eixos de estudo: História, Identidade, Cognição, Análise Crítica do Discurso e Argumentação. Quanto ao aporte teórico, recorremos às pesquisas de Anderson (1993/2009), Chomsky (2015, 1999 e 1987), Durand (2009), Felgas (1956), Magalhães (1999), Ribeiro (2004), SantAnna (1997) e Thomaz (2008 e 2002), para tratar das questões de cunho histórico; no âmbito da identidade, buscamos subsídio, fundamentalmente, nos trabalhos de Moita Lopes (2006), Mendes (2005), Hall (2006, 2000) e Moscovici (2006); no que concerne aos estudos do discurso, relativamente à construção de objetos de discurso e aos frames, como elementos de natureza cognitiva, serviram-nos como fundamento as obras de Fávero (2009), Marcuschi (2007, 2005 e 2002), Aquino (2016 e 1991), Aquino e Palumbo (2018); Koch (2005, 2004, 2002 e 2001), Goffman (2006 [1974]), Fillmore (2009 [1982]) e Mondada e Dubois (2003 [1995]); por fim, no que concerne à argumentação e à análise crítica do discurso, recorremos aos trabalhos de Perelman e Olbrechts-Tyteca (1999 [1958]) van Dijk (2015, 2008, 1994 e 1983), Fairclough (2009) e Aquino (1997), respectivamente. As análises permitiram-nos identificar que os distintos projetos de construção de identidades leste-timorenses representados pelos discursos de Xanana Gusmão nos períodos analisados fundam-se em pelo menos dois frames proeminentes: o de Guerra e o de Família, durante o Período Indonésio, e o de Guerra e o de Povo Genérico, no momento Pós-Indonésio. Desse modo, observamos que a complexidade de que se reveste o conceito de identidade, para além das questões de ordem social e que se refletem nas discursivas, também se deve aos procedimentos discursivos e sociocognitivos que lhe dão forma. Os discursos de Xanana Gusmão, portanto, não apenas discorrem sobre a realidade e os anseios de transformá-la, mas atuam na construção dela, bem como na de seus personagens, atribuindo-lhes identidades que estejam em conformidade com seus projetos de dizer. / This work aims to analyze, as part of the study of discourse and language, how identities are discursively built for East Timorese people. Therefore, from the qualitative treatment of the elements of corpora, the linguistic-discursive procedures are observed related to the activation/construction/mobilization of frames, to the construction of speech objects and to pathemization. Our corpora are composed by ten speeches delivered by Xanana Gusmão in two different moments in the history of East Timor: during his period as a guerrilla during the Indonesian occupation (between 1982 and 1993) and later when he was the President (between 2001 and 2006). The development of this work is articulated around five pillars of research: History, Identity, Cognition, Critical Discourse Analysis and Argumentation. As for the theoretical contribution, we used the research of Anderson (1993/2009), Chomsky (2015, 1999 and 1987), Durand (2009), Felgas (1956), Magalhães (1999), Ribeiro (2004), Sant\'Anna (1997) and Thomaz (2008 and 2002), to deal with historical issues; in the scope of identity, we sought support, fundamentally, in the works of Moita Lopes (2006), Mendes (2005), Hall (2006, 2000) and Moscovici (2006); what concerns discourse studies, regarding the construction of discourse objects and frames, as elements of a cognitive nature, we made use of the works of Fávero (2009), Marcuschi (2007, 2005 and 2002), Aquino (2016 and 1991), Aquino and Palumbo (2018); Koch (2005, 2004, 2002 and 2001), Goffman (2006 [1974]), Fillmore (2009 [1982]) and Mondada and Dubois (2003 [1995]); finally, with regard to the argumentation and critical analysis of the discourse, we resorted to the works of Perelman and Olbrechts-Tyteca (1999 [1958]) van Dijk (2015, 2008, 1994 and 1983), Fairclough (2009) and Aquino (1997). The analyzes allowed us to identify that the distinct projects of construction of the East Timorese identities represented by Xanana Gusmão\'s discourses in the analyzed periods are based on at least two prominent frames: War and Family, during the \"Indonesian Period\" , and War and Generic People, in the \"Post-Indonesian\" period. Thus, we observe that the complexity of the concept of identity, beyond social issues and reflected in the discourses, is also due to the discursive and socio-cognitive procedures that shape them. The discourses of Xanana Gusmão, therefore, not only discuss the reality and the yearnings to transform it, but act in the construction of it, as well as of its characters, attributing to them identities that are in conformity with his speech project.

Orientador: Élson Luciano da Silva Pires / Coorientadora: Paula Guerra / Coorientadora: Teresa Marquês de Sá / Banca: Roque Valdir Dallabrida / Banca: Vera Lúcia Salazar Pessôa / Banca: Wilson B. Figueiredo / Banca: Lucas Labigalini Fuini / Resumo: O ponto de partida desta tese foi sublinhar os enormes desafios que Timor-Leste tem enfrentado em profissionalizar a juventude do país, tendo em vista a importância dessas iniciativas no desenvolvimento econômico e na construção de equidade territorial. A relevância capital dessas iniciativas nesse contexto relaciona-se à condição demográfica do pequeno país que tem uma população predominantemente jovem. Essa problemática coloca a necessidade de produzir alternativas para o seu desenvolvimento territorial, compreendendo devidamente o papel das iniciativas que estão sendo construídas localmente e da cooperação de atores sociais globais presentes no território com suas diferentes escalas de subsidiariedade e suas condicionalidades intrínsecas. O objetivo desta tese é analisar as políticas públicas para o aperfeiçoamento da juventude que estão implementadas em Timor-Leste, com enfoque no ensino técnico-vocacional, a partir das principais ações da Secretaria de Estado para a Política de Formação Profissional e Emprego e das suas redes de governança construída com os atores sociais presentes em Timor-Leste desde a sua independência. Nossa abordagem vincula-se à análise das dinâmicas territoriais e à forma como tem sido pensada a questão do desenvolvimento, a partir dos princípios da governança territorial, ou seja, da articulação entre o plano das políticas públicas e do ordenamento do território como vetores do desenvolvimento. A metodologia utilizada empregou técnicas estatísticas, sobreposição cartográfica, trabalho de campo, para realizar entrevistas com atores sociais, e posterior análise de conteúdo dos dados obtidos em campo. Ao final da tese, conclui-se que há uma sobreposição de agentes sociais em governança multinível em Timor-Leste e que profissionalizar a juventude do país contribui para o aperfeiçoamento da população jovem, constituindo-se como um fator de desenvolvimento... / Abstract: The departure point of this thesis was to highlight the enormous challenges faced by Timor-Leste to professionalize the youth of the country, taking into account the importance of these initiatives for the economic development and the construction of territorial equity. The capital relevance of these initiatives in this context is related to the demographic condition of the small country that has predominantly a young population. This question points out to the need of the country to produce alternatives for the territorial development, with a comprehension of the role of local initiatives and of the international cooperation of global social actors, which are in the territory with its diverse subsidiary scales and its intrinsic conditionalities. The main objective of this thesis is to analyse the policies for the professional training of youth, which have been implemented in Timor- Leste, with a focus on the vocational education, looking at the main initiatives of the National Secretary for Professional Training and Employment of Timor-Leste and the network of governance of this institution with different social actors that have been in Timor-Leste since its independence. The approach presented here is connected with the analysis of territorial dynamics and the ways that the question of development is related to the question of territorial governance, this means to understand the articulation of public policies and of territorial organization as sources for development. The methodology of the research was based in statistical techniques, cartographic overlapping, fieldwork to make interviews with the local social actors and at the end the content analysis of the data gathered in the field. The conclusion of this investigation is that there is an overlapping of social actors in terms of multilevel governance in Timor-Leste and that the professional training of the youth for the country contributes to the improvement of the qualifications... / Doutor

Esta pesquisa tem por objetivo analisar a proposta pedagógica da Escola Canossa, bem como suas relações com os dispositivos legais pósindependência, os quais regulamentam a política educacional na República Democrática de Timor-Leste. Analisa-se ainda a sua contribuição ao processo educativo nacional. Para tanto, parte-se do estudo da Lei de Educação Básica da RDTL, destacando o paradigma da educação integral, proposto para fundamentar o currículo das escolas timorenses, situando-a no contexto sociocultural e educacional do país, após os conflitos da independência. Também retoma a gênese histórica da implantação da Escola Canossiana em Timor-Leste, analisando sua proposta educacional, cujas bases são buscadas na tradição filosófica. Ao final, discutem-se as condições e o alcance das contribuições que essa proposta pode trazer ao emergente processo civilizatório do país. Como fontes além da literatura filosófica educacional pertinente foram explorados os documentos oficiais do Estado e da Instituição Canossiana. O trabalho terá como resultado a apresentação de subsídios para a complementação, o aprimoramento a educação timorense. / This study has as its aim the pedagogical proposal for the Canossian School, its relations with the legal provisions prevailing post-independence educational policy in the Democratic Republic of East Timor, as well as its contribution to national education process. Therefore, including of this study the Basic Education Decree of (RDTL), which highlighting the paradigm of integral education offered to sustain the curriculum of Timorese schools, placing it in the context of socio- cultural and the educational in the state post conflicts after independence. It also incorporates the historical genesis of the establishment of Canossian School in East Timor, analyzing its educational proposal, whose bases are sought in the philosophical tradition. Eventually, discuss the conditions and extent of contributions that can bring this proposal to the emerging process of civilization of the country. As methodological sources besides the philosophical literature - education were explored relevant official documents of the State and the Canossian Institute. The work will result in the presentation of grants to supplement, improving Timorese education.

A Organização das Nações Unidas (ONU) foi criada com o objetivo precípuo de assegurar e promover a paz mundial. Em mais de 60 anos de existência, a Organização ainda não logrou implementar a força militar permanente (ver artigo 47, parágrafo 3º da Carta da ONU) que seria a principal encarregada pela consecução desse objetivo por intermédio da coordenação da Comissão de Estado Maior. O fato de não ter constituído a referida força não significou a paralisação da ONU nos assuntos concernentes à paz. Demonstrando grande poder de adaptação, a Organização implementou as Missões de Paz, embora estas não existam oficialmente em seu estatutos. As missões de paz da ONU são a face mais visível do trabalho da Organização na promoção da paz mundial. Em 58 anos de existência, essas missões têm evoluído em quantidade e complexidade, exigindo, cada vez mais, recursos materiais e humanos. Em 1999, o estabelecimento da Missão de Paz no Timor Leste chamou a atenção da comunidade internacional por diversos motivos. Àquela época, a Instituição passava por uma crise de credibilidade provocada pela sua inação nos episódios inicias do Kosovo naquele mesmo ano. Não obstante, logrou desenvolver no Timor Leste a mais bem sucedida missão de paz jamais estabelecida em qualquer outra época de sua história. No Timor, a ONU assumiu todas as funções de governo a fim de ali desenvolver as bases necessárias ao nascimento de um Estado. Este estudo tem por finalidade fazer uma análise de todo esse processo, ressaltando a importância e o significado que essa missão teve no contexto das operações de paz das Nações Unidas. / The United Nations (UN) was created with the primary purpose of ensuring and promoting world peace. In over 60 years of existence, the Organization has not yet succeeded in implementing a permanent military force (see article 47, paragraph 3 of the UN Charter) that would be the main responsible for the attainment of this goal, acting under the coordination of the Military Staff Committee. The fact that the UN failed to constitute the aforesaid force does not mean it is inert when it comes to subjects concerning peace. Demonstrating a great power of adaptation, the Organization implemented the Peacekeeping Missions, although these do not officially exist in its statutes. The UN Peacekeeping Missions are the most visible face of the Organization’s work towards the promotion of world peace. In 58 years of existence, these missions have been evolving in quantity and complexity, increasingly demanding material and human resources. In 1999, the establishment of the Peacekeeping Mission in East Timor called the attention of the international community for a range of reasons. By that time, the Institution was undergoing a crisis of confidence due to its inaction in the early episodes of Kosovo that very year. Still, it managed to develop in East Timor the most successful peacekeeping mission ever established in its history. In Timor, the UN also took over all the government functions in order to develop there the necessary bases for the birth of a State. This study aims at analyzing this whole process, stressing the importance and meaning that this mission had within the context of the UN peacekeeping operations.

Submitted by Cleide Dantas (cleidedantas@ufpa.br) on 2014-10-30T11:44:09Z No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_FormacaoProfessoresContexto.pdf: 1021208 bytes, checksum: 4c99d02ae719ce1f6e10ca12ee767dc3 (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2014-10-31T12:18:55Z (GMT) No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_FormacaoProfessoresContexto.pdf: 1021208 bytes, checksum: 4c99d02ae719ce1f6e10ca12ee767dc3 (MD5) / Made available in DSpace on 2014-10-31T12:18:55Z (GMT). No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_FormacaoProfessoresContexto.pdf: 1021208 bytes, checksum: 4c99d02ae719ce1f6e10ca12ee767dc3 (MD5) Previous issue date: 2014 / A presente pesquisa investiga como os sujeitos envolvidos no processo de aprendizagem de Português no curso de formação de professores do Bacharelato emergencial em Ciências Naturais, ofertado em Timor-Leste pela cooperação brasileira no período entre outubro/2009 e dezembro/2010, “traduzem / interpretam” o discurso de (re)introdução da língua portuguesa nesse país. A pesquisa baseia-se em dados produzidos ou reconstituídos a partir de minha experiência como professora do curso de formação de professores em língua portuguesa, através do “Programa de Qualificação e ensino da Língua Portuguesa em Timor-Leste (PQLP)”, coordenado pela Fundação CAPES. Para proceder à discussão, tomo como ferramentas teórico-metodológicas conceitos de Maingueneau (2008), especialmente os de “interincompreensão” e “simulacro”, como também os conceitos de “estratégia” e “tática” de Michel de Certeau (2012), que compõem seu modelo polemológico das apropriações culturais. As análises apontam que a maneira como cursistas e formador se apropriam do discurso da política de (re)introdução da língua portuguesa em Timor é determinada por formações discursivas diferentes, e que a relação interdiscursiva estabelecida entre elas desencadeia o fenômeno da “interincompreensão”. Compreender como essas formações discursivas se traduzem mutuamente na sala de aula, dentro das atividades que a princípio se destinariam ao ensino e a aprendizagem do português, contribui para que se possa (re)definir as intervenções didáticas das aulas de Português na formação de professores, assim como a política de (re)introdução do português em Timor-Leste. Defendemos que o ensinoaprendizagem do português, no contexto de Timor-Leste, precisa ser compreendido não apenas do ponto de vista didático, no que diz respeito à construção e mediação de saberes entre alunos e professores, como também do ponto de vista ideológico, uma vez que nesse país as propostas de formação atuais representam um projeto que pode conflitar com valores e crenças existentes na sociedade a respeito do idioma português e da relação entre a escola e outras instituições. / This research investigates how students translate and interpret the discourse of the reintroduction of the Portuguese Language in East Timor. The students are learning this language as part as the training course named Bachelor of Natural Sciences degree, that was offered by a Brazilian cooperation from October 2009 to December 2010. The research is based on data produced or reconstituted from my experience as a teacher in this course that was promoted by the "Program for Teacher Qualification and Portuguese Language Teaching (PQLP) coordinated by CAPES Foundation. For data discussion, I use as theoretical and methodological tools: Maingueneau concepts (2008), especially "interincomprehension" and "simulacrum"; and the concepts of “strategy” and “tactics” by Michel de Certeau (2012), which compose his polemologico model of cultural appropriation. The analysis suggests that the way course participants and trainers appropriate themselves in the reintroduction policy of discourse of the Portuguese Language in East Timor is determined by different discursive formations and that the interdiscursive relationship established between them cause the phenomenon of "interincomprehension". Understanding how these discursive formations translate themselves into the classroom, in teaching and learning the Portuguese Language activities, can contribute to (re)define the educational interventions in the Portuguese classes in the teacher training course and the policy of reintroduction of the Portuguese Language in East Timor. We argue that the teaching and learning of the Portuguese Language in East Timor need to be understood not only from the didactic point of view, with regard to the construction and mediation of knowledge between students and teachers, but also from the ideological point of view, since the current teachers training programs in this country, represent a project that may conflict with the society’s values and beliefs about the Portuguese Language and the relationship between the school and other institutions.

This thesis explores the institutional choices available to Timor-Leste to manage their natural resource wealth wisely and avoid the resource curse. Timor-Leste is a poor country and its challenge is to use its large per capita resource wealth to alleviate poverty and enable sustainable development. This research examines the Petroleum Fund Law, and other mechanisms to manage petroleum revenue that the Government of Timor-Leste has established. These mechanisms appear to be resilient, but remain untested. Based on field interviews in Timor-Leste, the study offers insights into the opinions of East Timorese and foreign advisers about how Timor-Leste´s petroleum revenue should be managed, and how a poor country can raise the living standards of its people.¶A framework that identifies human and social capital as essential to the quality of institutions is developed in this research, which proposes that the pre-condition of institutions affects the management of natural resource revenue. As a result of history (not its natural resource wealth) Timor-Leste´s productive institutions are weak and destructive institutions, such as corruption, are strong. The preferences of the research participants, identified using semi-structured interviews and multi-criteria decision analysis, revealed that what petroleum revenue is spent on is the most important petroleum revenue management decision. Further, health and education were regarded the highest spending priorities. Petroleum revenue management decisions that may affect Timor-Leste´s economic, social and political independence were also important to participants.¶Timor-Leste´s sustainable development depends on continued assistance in the form of foreign advisers to address its lack of human capital. A commitment to transparency should counteract the lack of trust between government and civil society. Timor-Leste will also need to invest more in people, and recognise that the wise management of its petroleum revenue depends as much on good governance as the mechanisms designed to manage it. The people of Timor-Leste´s fierce determination to overcome the challenges they face, against all odds, may help Timor-Leste to avoid the resource curse.¶

How do international norms travel, via statebuilding efforts, into post-conflict settings, and how do international and national actors interact in this process? These are the main questions addressed in this thesis. The empirical focus is the spreading and rooting of the norm of women’s political rights in Cambodia and Timor-Leste, two countries in which international actors have played a significant role in statebuilding efforts. Although statebuilding has increasingly become a part of UN peacebuilding missions, we still lack a thorough understanding of how much, and in what ways, the international community can successfully promote change. This is important in view of the fact that the key to success ultimately depends on how the receiving community responds to the presence and efforts of international actors to promote new social norms.  This study analyzes the interaction between international and national actors engaged in the promotion of women’s political rights as part of the effort to advance democracy. Three institutional developments are examined in detail – electoral rules and regulations, the establishment of a national gender equality/women’s machinery and the strengthening of the local government structure. The study uses a modified norm diffusion approach and makes two theoretical contributions to the literature. First, I place the norm diffusion process in a post-conflict context. Second, I add the concept of capability to function in order to conceptualize and study the internalization of the norm. The thesis is based on both an analysis of written material and semi-structured interviews. A total of 65 interviews were conducted during three research trips to each of the countries between 2007 and 2009. In general, the four empirical chapters reveal that the interaction between international and national actors has predominantly been characterized by international actors setting the agenda, with varying degrees of consultation and collaboration with national actors. While norm institutionalization has been rather high in both countries, norm inter­nalization lags behind. This is explained by discriminating ways of life and attitudes, lack of resources and time. Norm internalization is higher in Timor-Leste, in part because national actors have adapted the norm of women’s political rights to fit the local setting, but also due to their openness to international influences. The empirical study underscores that international actors can push for change and norm adherence, but their efforts are not enough. In the end, national actors have to buy into the message that international actors try to convey. The strengths and weaknesses that have been uncovered in the Cambodian and Timorese case studies presented here should be carefully considered as international actors, led by the UN, embark upon future statebuilding missions around the globe.

From the mid-1990s, the amalgamation of security, development, and humanitarian imperatives under the single umbrella of ‘state-building’ has provided a compelling justification for increasingly intrusive interventions into the political, economic, and social affairs of subject countries. Guided by the assumptions of liberal peace theory, state-building initiatives engage directly with states, seeking to achieve a reformulation of structures of government as a first step towards the implementation of wider socio-economic reforms. The state-building project is geared towards the construction of a particular form of statehood in subject states; state institutions are to be reconstructed in accordance with a liberal template, and tasked with establishing the necessary institutional environment for market-led development and the liberal peace. Contemporary discourses of state-building and development are fundamentally interlinked, representing a unified process of neo-liberal replication in subject states, whereby fundamental transformations of social, political, and economic structures are to be implemented and sustained through the construction of liberal state institutions. Pressure to court international approval due to conditions of aid dependence curtails the potential for meaningful democracy in subject countries. Key questions of social and economic policy are subsumed as technical matters of good governance and removed from domestic democratic contestation, facilitating a transfer of formerly domestic considerations into the international sphere. These interlocking processes of state-building and neo-liberal discipline have contributed to an inversion of sovereign statehood, whereby the state serves to channel inward an externally driven agenda, rather than acting as a sovereign expression of domestic interests. This reality raises important questions regarding the nature of democracy in post-conflict environments, and in particular the impact of state-building activities on the prospects for broadly inclusive democracy in subject states. This study will examine the evolution of state-building as a critical components of peace-building missions, its central assumptions and goals, and its implementation in practice in Timor-Leste. The state-building process in Timor-Leste has contributed to the formation of an insulated state with little basis in Timorese society. The democratic experience in Timor-Leste has been profoundly disempowering; conditions of aid dependence have constrained elected governments in key areas of social and economic policy, resulting in a loss of popular legitimacy and mounting public disenchantment. Closer examination of food and agricultural policy and management of Timorese oil reserves reveals the extent to which government policy remains constrained by international preferences. In these areas, the government’s inability to act in the interests of the Timorese public has compounded social hardships and popular discontent, contributing to the build-up of anti-government sentiment that manifested itself in the 2006 crisis.

From their nascent beginnings during World War II to their good governance and capacity building focus under the Post-Washington Consensus of the early 21st century, international development activities have encompassed a particular world view. This world view, founded on Western historical materialism and a normative perspective, rationalizes “the project” as the predominate form of development assistance and the “expert” or “volunteer” as its agent. Yet this approach to development, although at times successful, has often proved to be unsustainable in the absence of international financing and expertise. Still, there is an alternative approach available when one recognizes that what the vast majority of people want is security for themselves, their families, and their lifestyles.1 From this approach, the focus of development is shifted away from what people do not have (be it material comforts, infrastructure, or good governance) and sets it on the critical roles culture, individual growth, and informal association have in community development. In this approach, human agency at the interpersonal level becomes critical in the diffusion of social, political, economic, and technological innovation and, accordingly, the decisive factor in poverty reduction. That is to say, development that can address poverty must come from within the social classes that experience it. To explore how the international development community can act on this alternative approach, this thesis provides a review of the theory, practice, and consequences of international development to the present day and, from that lead, builds a theoretical argument for the individual creative sojourner as a primary messenger of development. In addition, it presents an exploratory case study of creative sojourners in Timor-Leste and, from their ideas and insights, proposes policy considerations for an overseas apprenticeship program that would support the efforts of trades people, agriculturalists, and small entrepreneurs in improving their lives and, in the process, renewing their societies.