Made available in DSpace on 2016-04-26T14:53:42Z (GMT). No. of bitstreams: 1 Rosangela Rosa Praxedes.pdf: 941103 bytes, checksum: 480a3a5ede4cb14617d79e00dec30fe0 (MD5) Previous issue date: 2012-05-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In a post-Second World War background, UNESCO (United Nations Educational, scientific and Cultural Organization) sponsors a program of studies on race relations in Brazil well known as "UNESCO Project". This doctoral thesis bases on theoretical approaches about race relations in Brazilian society since the Decade of 1930. It conducts an analytical and interpretive study, historically grounded in four surveys developed nationally within UNESCO Project in the early 1950s. In the first chapter, we discussed concepts that pointed Brazil as a racial paradise and accredited it to become "a great laboratory" to study race relations. The second chapter provides a discussion on the possibilities of social mobility for Black people in Brazil according to a study developed by René Ribeiro in Pernambuco: Religião e relações raciais (Religion and racial relations). The third chapter brings up a discussion about the research made by L.A. Costa Pinto - O negro no Rio de Janeiro relações de raça numa sociedade em mudança (The Black in Rio de Janeiro race relations in a changing society). In the following chapter, we discussed the study Relações raciais entre negros e brancos em São Paulo (Racial relations between black and white men in São Paulo), created by Roger Bastide and Florestan Fernandes. Then we closed the fifth chapter with a research developed by Thales de Azevedo in Bahia, As elites de cor um estudo de ascensão social (The elites of color a study on upward social mobility). In our final considerations, we systematize the aspects that characterize each study used along the thesis in order to understand how the researchers - who engaged in UNESCO project - faced the opportunities and obstacles to upward social mobility of black people in Brazil. This thesis aims to disclose empirical and theoretical concepts developed on researches at UNESCO Project, so that we can help recollecting its theoretical, empirical and political relevance. In addition, we intend to further studies on race relations, class and social mobility in Brazil, as well as contribute somehow to critic academic production on race relations in this society / No contexto histórico posterior à Segunda Guerra Mundial, a UNESCO, (Organização das Nações Unidas para a Educação, Ciência e Cultura) patrocina um programa de estudos sobre relações raciais no Brasil que ficou conhecido como o Projeto UNESCO . Nesta tese de doutorado, elegendo como referencial as abordagens teóricas que investigam as relações raciais na sociedade brasileira desde a década de 1930, realizamos um estudo analítico e interpretativo, contextualizado historicamente, sobre quatro pesquisas desenvolvidas no Brasil no âmbito do Projeto UNESCO, no início da década de 1950. No primeiro capítulo discutimos as idéias que lastreavam as concepções que apontavam o Brasil como um paraíso racial e o credenciaram a se tornar um grande laboratório de estudos sobre relações raciais. O segundo capítulo apresenta uma discussão sobre as possibilidades de mobilidade social para os negros na sociedade brasileira, conforme o estudo Religião e relações raciais, realizado por René Ribeiro em Pernambuco. No terceiro capítulo realizamos uma discussão a respeito da pesquisa desenvolvida por L.A. Costa Pinto, O negro no Rio de Janeiro relações de raça numa sociedade em mudança. Na continuidade do trabalho, abordamos no quarto capítulo o estudo Relações raciais entre negros e brancos em São Paulo, de responsabilidade de Roger Bastide e Florestan Fernandes, para encerrarmos com o quinto capítulo sobre a pesquisa desenvolvida por Thales de Azevedo na Bahia, As elites de cor um estudo de ascensão social. Nas considerações finais sistematizamos os aspectos que caracterizam cada estudo enfocado ao longo da tese, tendo em vista entendermos como os pesquisadores que se engajaram no Projeto UNESCO concebiam as possibilidades e os obstáculos para a mobilidade social ascendente dos negros no Brasil. Entre os objetivos desta tese está a evidenciação dos fundamentos teóricos e empíricos das pesquisas desenvolvidas no âmbito do projeto UNESCO, visando contribuirmos para a rememoração de sua relevância teórica, empírica e política, para a sua difusão, bem como darmos prosseguimento aos estudos sobre a relação raça, classe e mobilidade social no Brasil, e contribuirmos de alguma maneira para a produção acadêmica que analisa criticamente as relações raciais na sociedade brasileira

Made available in DSpace on 2016-03-15T19:43:34Z (GMT). No. of bitstreams: 1 Joaquim Chagas Neto.pdf: 634999 bytes, checksum: f9c2b458b62f032ba9c608a5e2f5fc5d (MD5) Previous issue date: 2009-08-13 / The topic submitted in this work ran upon the question about Geopolitic s Cultural, the Convention about protection and promotion of the diversity and of the UNESCO s Cultural expression 2005, and consider the teoricals principles and interdisciplinary conceptions developeded in the Parameter National Curriculum of the Secondary Education PCNEM/MEC. A revision of th PCNEM s bibliografhy was made with the intention of studying the Parameter Curriculum proposal. The apresentated theories in eleboration of the interdisciplinary conception and the adequation for the Pedagogic Project and didatic organization for the Federal Instituto for Education of São Paulo. The therical fundamental interdisciplinary of the study of the subjet was chosen for the elaboration of the present study of the qualitative character was able to construtions of the project discipline as interdisciplinar approuch, and as a result, we found out, the developed Methodology articulate the contents of the commonnucleus, especially humanities departament. We present a debat about the cultural diverity, the globalization, sustainment, the economic defense. The cultural question as a premise or interdisciplinary developeded in the Convention-2005, has composed the curriculum matrix of the discipline project, before the reflexions unleashed in the classroom and the contents which had worked and lived in the daily experiences. The search was elaborated while developeded the premise and the purpose of the convention gathering the projets of the PCN M and Pedagogy Politic Project of the IFSP. / O estudo apresentado neste trabalho versa sobre a questão da Geopolítica da Cultura, a Convenção sobre a proteção e a promoção da Diversidade das Expressões Culturais da UNESCO 2005, e considera as fundamentações teóricas e conceituais da interdisciplinaridade desenvolvidas nos Parâmetros Curriculares Nacionais do Ensino Médio PCNEM/MEC. Realizou-se uma revisão bibliográfica dos PCNEM com a intenção de estudar a proposta curricular dos parâmetros, as teorias representativas na elaboração dos conceitos da interdisciplinaridade e adequação ao Projeto Pedagógico e a organização Didática do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo IFSP. A fundamentação teórica interdisciplinar do estudo de caso foi a escolhida para a elaboração da relação sujeito-objeto do presente estudo, de caráter qualitativo que possibilitou a construção da disciplina projeto como caminho interdisciplinar e, conseqüentemente, verificamos que a metodologia desenvolvida articula os conteúdos do núcleo comum, especialmente da área das ciências humanas. Apresentamos um debate sobre as questões da diversidade cultural, da globalização, sustentabilidade, a dependência econômica, a questão cultural como premissa da interdisciplinaridade desenvolvida na reflexão da Convenção/2005, como a matriz curricular da disciplina projeto, diante das reflexões desencadeadas em sala de aula e dos conteúdos trabalhados e vivenciados nas experiências cotidianas. O projeto de pesquisa foi elaborado desenvolvendo a premissa e os propósitos da Convenção congregando os pressupostos dos PCNEM e do Projeto Político Pedagógico do IFSP.

Résumé de la thèse Il semble qu’ujourd’hui, il soit indispensable d’illustrer dans quel état se trouvent-ils les biens culturels sauvegardés malgré huit ans de guerre Iran - Irak, et tout autant des exactions des extrémistes au début de la révolution islamique en 1979. Le patrimoine culturel iranien qui souffre d’une perte d’identité accrue aux yeux des autorités, évolue sous les effets d’une politique largement dominée par la vision extrémiste religieuse d'une part et une série de problèmes organisationnels et administratifs d'autre part. L’idée que l’humanité puisse avoir un patrimoine commun pose un grand problème qu’illustrent les débats actuels dans cette société autour de la notion de «patrimoine mondial» prônée par l’UUNESCO. L'Iran à travers son histoire récente, a connu des traumatismes forts, qui ont des conséquences directes sur la perception du patrimoine culturel. En dépit de la reconnaissance dont bénéficie l’Iran, de la part de l'UNESCO, en matière de préservation de son patrimoine culturel mondial, ce pays connaît toujours une détérioration de son héritage ancestral, à cause de la conjugaison de nombreux facteurs sociopolitiques et humains. Ce travail s’inscrit dans les champs de la géographie sociale et culturelle et de l’aménagement du territoire. Il a pour objectif de mettre en valeur les nombreux avantages que le classement au patrimoine mondial pourraient apporter aux citoyens des territoires dotés des ressources patrimoniales très riches comme l’Iran. Il aborde aussi les obstacles rencontrés pour l’adaptation et la mise en œuvre des stratégies de patrimonialisation et de valorisation patrimoniales recommandées par les organisations et les ONG internationaux dans ce pays. Aujourd’hui, après trente huit ans de la révolution islamique la croissance des conflits autour des espaces patrimoniaux est toujours présente sur ce territoire. Ce sujet se veut à la fois un essai de diagnostic du conflit d'une part entre l’Etat et la revendication de la société iranienne au terme du son patrimoine national voire mondial qui n’a cessé de s’amplifier, et d'autre part entre les acteurs publics et privés autour du patrimoine mondial aux trois échelles internationale, nationale et locale. Nous essayons aussi d'identifier les défis auxquels sont confrontés les acteurs internationaux et locaux pour leur intervention sur ce territoire. Partant d’une analyse à la fois historique et sociopolitique, cette étude traite des usages sociaux du patrimoine culturel dans leurs dimensions politiques et économiques. / Abstract It seems that nowadays, it is essential to demonstrate what is the condition of iranian cultural heritage which are saved during the eight-year Iran – Iraq war and also by the madness of the extremists at the beginning of the Islamic Revolution in 1979. The iranien cultural heritage that suffering of loss of increased identity in the eyes of the authorities, on the one hand is evolving under the influence of political vision dominated by religious extremist and a series of organizational et administrative problems on the other hand. The idea that humanity can have a common heritage poses the huge problem that illustrated by the current debates in this society around the notion of "world heritage" promoted by the UUNESCO. Trough its recent history, Iran has experienced the strong traumatism which have direct consequences on the perception of its cultural heritage. Despite the recognition which Iran benefits from the UNESCO, in preserving its world cultural heritage, this country continues to experience the deterioration of its ancient cultural heritage due to the numerous combinations of socio-political and human factors. This work is a study in social and cultural geography and spatial planning. It will aim to showcase the many benefits that the World Heritage designation could bring to the citizens of a territory with the very rich heritage resources such as Iran. It also covers the obstacles encountered for adaptation and the implementation of the patrimonialization strategies and heritage promotion recommended by international organizations and NGOs in this country. Today, after thirty six years of the Islamic revolution, the growth of conflicts around the heritage sites and areas is always present on the territory. This topic seeks simultaneously, a trial diagnosis of conflict, firstly, between the Government and the claim of Iranian society for its national and global heritage that it is growing expeditiously and secondly between the public and private stakeholders around the World Heritage in three international, national and local levels. We also try to identify the challenges facing the international and local actors for their intervention in this territory. Starting from an analysis both historical and sociopolitical, this study will look the social use of cultural heritage in their political and economic dimensions.

<p>An inquiry into the post-war European aesthetic and political landscape should take the international organization Unesco’s colour reproductions and travelling exhibitions of paintings into consideration. In these, the organization implements André Malraux’ idea of the “imaginary museum” as a framework for a future cosmopolitical, aesthetic (and utopian) community. During the late 1940’s, the Swedish government also discusses the need for raising an “aesthetic awareness” amongst their citizens as a consequence to a poor knowledge in the fine arts. In short, there is a poor developed sensibility amongst the Swedish people. An aesthetic (re)shaping has political consequences since it concerns the sensibility of the political subject and his or hers ability to partake in a political order. The issue at hand is how these re-shapings are constituted and further developed, i.e. how these create new ways of sensing and new forms for the political subject. Or, in the stance of Unesco: the cosmopolitical subject.</p><p>The international organization Unesco has its roots in the early 20th century. The making of the organization – both its birth and bureaucratic constitution – coincides with an emergent information society. Radio, colour-photography, television and film all defy boundaries in some way. These media re-organized time, space and perception, changing the awareness of the other. These media linked the world together in the following logic: same time, but different place. The work that Unesco undertook came to revolve around these media and this logic, especially since Unesco furthered Malraux’s imaginary museum. Unesco’s constitution describes the origins of conflict as residing in man’s mind and promotes the free flow of ideas by word and image. New media would act in an enlightening way and play a significant role in making the organizations dream of a global unity come true. This thesis describes art’s function in Unesco’s attempt to bring this utopia to life.</p> / <p>En undersökning av efterkrigstidens estetiska och politiska landskap bör ta hänsyn till den internationella organisationen Unesco:s kataloger och vandringsutställningar med färgreproduktioner. Organisationen implementerar i dessa André Malrauxs ”imaginära museum” som en tankemodell för en framtida kosmopoltisk, estetisk (och utopisk) gemenskap. Under det sena 1940-talet diskuteras också i Sverige behovet av ”estetisk fostran” som en konsekvens av en estetisk obildning, en illa utvecklad sensibilitet hos det svenska folket. En estetisk (om)bildning har en politisk innebörd såtillvida att det rör det politiska subjektets förnimmande och hans eller hennes förmåga att vara delaktig i en politisk ordning. Frågan är hur ovan nämnda ombildningar konstitueras och utvecklas, hur dessa kan alstra nya sätt att förnimma eller ge upphov till nya former för den politiska subjektiviteten. Eller för Unesco:s räkning: den kosmopolitiska subjektiviteten.</p><p>Den internationella organisationen Unesco har rötter i det tidiga 1900-talet. Organisationens konstitution – dess födelse och författning – sammanfaller med ett framväxande informationssamhälle. Radion, färgfotografiet, televisionen och filmen trotsar på olika sätt gränser. Den omordning av tid, rum och perception som dessa medier medgav, gav en ny medvetenhet om den andre. Medierna knöt samman världen enligt logiken: samtidigt, men på olika platser. Unesco:s arbete kom på olika sätt att kretsa kring dessa medier och denna logik, särskilt som man vidareutvecklade Malrauxs imaginära museum. Unesco:s konstitution beskriver konflikters inre härkomst och uttrycker en vilja att låta idéer flöda fritt över nationsgränser med hjälp av ord och bild. De nya medierna kunde verka upplysande och skulle spela en framträdande roll i organisationens förverkligande av sin dröm om en världspolitisk enhet. Denna uppsats beskriver konstens plats i Unesco:s försök att förverkliga denna utopi.</p>

An inquiry into the post-war European aesthetic and political landscape should take the international organization Unesco’s colour reproductions and travelling exhibitions of paintings into consideration. In these, the organization implements André Malraux’ idea of the “imaginary museum” as a framework for a future cosmopolitical, aesthetic (and utopian) community. During the late 1940’s, the Swedish government also discusses the need for raising an “aesthetic awareness” amongst their citizens as a consequence to a poor knowledge in the fine arts. In short, there is a poor developed sensibility amongst the Swedish people. An aesthetic (re)shaping has political consequences since it concerns the sensibility of the political subject and his or hers ability to partake in a political order. The issue at hand is how these re-shapings are constituted and further developed, i.e. how these create new ways of sensing and new forms for the political subject. Or, in the stance of Unesco: the cosmopolitical subject. The international organization Unesco has its roots in the early 20th century. The making of the organization – both its birth and bureaucratic constitution – coincides with an emergent information society. Radio, colour-photography, television and film all defy boundaries in some way. These media re-organized time, space and perception, changing the awareness of the other. These media linked the world together in the following logic: same time, but different place. The work that Unesco undertook came to revolve around these media and this logic, especially since Unesco furthered Malraux’s imaginary museum. Unesco’s constitution describes the origins of conflict as residing in man’s mind and promotes the free flow of ideas by word and image. New media would act in an enlightening way and play a significant role in making the organizations dream of a global unity come true. This thesis describes art’s function in Unesco’s attempt to bring this utopia to life. / En undersökning av efterkrigstidens estetiska och politiska landskap bör ta hänsyn till den internationella organisationen Unesco:s kataloger och vandringsutställningar med färgreproduktioner. Organisationen implementerar i dessa André Malrauxs ”imaginära museum” som en tankemodell för en framtida kosmopoltisk, estetisk (och utopisk) gemenskap. Under det sena 1940-talet diskuteras också i Sverige behovet av ”estetisk fostran” som en konsekvens av en estetisk obildning, en illa utvecklad sensibilitet hos det svenska folket. En estetisk (om)bildning har en politisk innebörd såtillvida att det rör det politiska subjektets förnimmande och hans eller hennes förmåga att vara delaktig i en politisk ordning. Frågan är hur ovan nämnda ombildningar konstitueras och utvecklas, hur dessa kan alstra nya sätt att förnimma eller ge upphov till nya former för den politiska subjektiviteten. Eller för Unesco:s räkning: den kosmopolitiska subjektiviteten. Den internationella organisationen Unesco har rötter i det tidiga 1900-talet. Organisationens konstitution – dess födelse och författning – sammanfaller med ett framväxande informationssamhälle. Radion, färgfotografiet, televisionen och filmen trotsar på olika sätt gränser. Den omordning av tid, rum och perception som dessa medier medgav, gav en ny medvetenhet om den andre. Medierna knöt samman världen enligt logiken: samtidigt, men på olika platser. Unesco:s arbete kom på olika sätt att kretsa kring dessa medier och denna logik, särskilt som man vidareutvecklade Malrauxs imaginära museum. Unesco:s konstitution beskriver konflikters inre härkomst och uttrycker en vilja att låta idéer flöda fritt över nationsgränser med hjälp av ord och bild. De nya medierna kunde verka upplysande och skulle spela en framträdande roll i organisationens förverkligande av sin dröm om en världspolitisk enhet. Denna uppsats beskriver konstens plats i Unesco:s försök att förverkliga denna utopi.

Made available in DSpace on 2014-06-11T19:25:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-07Bitstream added on 2014-06-13T18:53:50Z : No. of bitstreams: 1 bendrath_ea_me_prud.pdf: 2306920 bytes, checksum: eeda6b43b208063d883742b8dbab659a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Este projeto foi desenvolvido no âmbito da Linha de Pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Entendemos políticas públicas como medidas e estratégias de caráter público definidas pela ação do Estado em virtude de necessidades e interesses da sociedade. Tendo como horizonte tais políticas, o governo paulista instituiu em 2003 com apoio da UNESCO e outros órgãos não-governamentais, o Programa Escola da Família, favorecendo o acesso das comunidades intra e extra-escolar a modelos de educação não formal, abrangendo toda a rede de escolas da Secretaria de Educação de São Paulo. No final de 2006 com a troca de governo estadual houve um corte drástico de recursos destinados ao programa, e mais de 50% das escolas da rede estadual tiveram as atividades aos finais de semana encerradas por medida direta da Secretaria de Educação. Dessa forma, o objetivo geral deste estudo foi analisar o Programa Escola da Família tomando-o como política pública compensatória, averiguando o seu desenvolvimento junto às populações-alvo; nesse caso dados oficiais foram analisados e um censo foi aplicado para a verificação resultante da relação entre as propostas do Estado e o processo de Cultura da Paz da UNESCO. A metodologia usada obedeceu aos princípios fundamentais descritos na literatura para avaliação de políticas públicas, sendo dessa forma caracterizada como uma pesquisa de avaliação de processo. O lócus do estudo foi circunscrito à Diretoria de Ensino de Presidente Prudente, tendo como base quatro escolas estaduais posicionadas em regiões distintas... / This project was developed under research line “Public Policy, School Organization and Teacher Education” Program Master Education in the Faculty of Science and Technology of the U/ESP - São Paulo State University. We can understand public policy measures and strategies of a public character that regulate and define the activities of the state. The direct economic influence of international organizations in the state characterized as a result of multilateral agreements with pre-set targets. Education is the starting point for many of these agreements, the reduction of marginal youth, cultural openness and qualification of manpower processes are typical of social and economic development. The horizon of such policies, the São Paulo government established in 2003 with support from UNESCO and other nongovernmental organizations, the Family School program, encouraging community access and intra-school models of non-formal education, covering the entire network Schools Department of Education of Sao Paulo. At the end of 2006 with the exchange of state government was a drastic cut in funds for the program, and more than 50% of schools in the state have activities on weekends closed by direct measurement of the Department of Education. Thus, this work aims at analyzing the Family School program, taking it as a public policy allowance. We intend to investigate the impact of those outputs to the target populations... (Complete abstract click electronic access below)

6 Abstract Lifelong education and learning is an important condition for a successful and fulfilling life in today's globalized world. To provide education for all is declared effort of international organizations (UNESCO, WB, OECD, WTO, EU, etc.). This work focuses on the initiative of UNESCO, OECD and the EU in this area. UNESCO focuses mainly on developing countries (providing functional literacy among the poorest) while the OECD and the EU to those developed (the target is people's employability and competitiveness, the acquisition of key skills). International organizations formulate their objectives in statements, strategies, action plans and proposals for action to eliminate unequal access to education and learning. However, even these documents can render various difficulties and problems in their application in practice. Key words Adult education and learning, lifelong education and learning, inequalities in education, political documents, UNESCO, OECD, EU

Vortrag anlässlich des Doktoranden-Kolloquiums des UNESCO-Lehrstuhls für Internationale Beziehungen am 23. Juli 2012 im Lingnerschloss Dresden. Die westliche Gesellschaft befindet sich im Übergang von der Industrie- zur Wissensgesellschaft – so lautet eine der bekanntesten Thesen der aktuellen Gesellschaftstheorie. Dabei ist es in erster Linie der Umgang mit Wissen, der die Grundlage für die Bearbeitung aktueller Herausforderungen auf nationaler wie internationaler Ebene darstellt.

Die Bewahrung des kulturellen Erbes ist eine der wichtigsten Aufgaben der Menschheit. Dennoch leidet Kulturgut an illegalem Handel, wird unrechtmäßig ins Ausland verbracht und nicht an die Ursprungsstaaten zurückgegeben. Mit dem Ziel der Stärkung des Kulturgüterschutzes wird in der Bundesrepublik Deutschland derzeit an einem neuen einheitlichen Gesetz gearbeitet, das alle bestehenden deutschen Gesetze in diesem Problemfeld umfassen soll. Das neue Gesetz soll 2016 in Kraft treten. Der momentan vorliegende Gesetzesentwurf wird in den Medien kontrovers diskutiert. Das neue Gesetz soll unter anderem der besseren Umsetzung des UNESCO-Übereinkommens über Maßnahmen zum Verbot und zur Verhütung der unzulässigen Einfuhr, Ausfuhr und Übereignung von Kulturgut dienen. Dieses Übereinkommen (weiter in der Arbeit auch als UNESCO-Konvention bezeichnet) unterzeichneten die UNESCO-Mitgliedstaaten im Jahr 1970, um das Kulturgut vor illegalem Handel zu schützen. Bis jetzt wurde die Umsetzung der Konvention in Deutschland von der internationalen Gemeinschaft stark kritisiert. Es kam nämlich trotz mehrerer Anträge zur keinen einzigen Rückgabe von Kulturgut an die Ursprungsländer, vor allem wegen des deutschen Listenprinzips (Erfordernis der Eintragung ausländischer Kulturgüter in Listen). Allerdings stößt nicht nur die Umsetzung, sondern auch das UNESCO-Übereinkommen an sich auf Kritik. Die Konvention von 1970, die zur Zeit ihrer Entstehung ein bahnbrechendes Rechtsinstrument war, zog neue Vertragsstaaten allerdings nur langsam an und wies viele Mängel auf. Dennoch bemüht sich die UNESCO mit diversen Mitteln seit mehr als 40 Jahren darum, das Übereinkommen zu reformieren. Viele Hoffnungen auf die Verbesserung dessen Implementierung sind mit der Tätigkeit der Vertragsstaatenkonferenz und des von ihr im Jahr 2012 gegründeten beratenden Ausschusses verbunden.:A. Einleitung B. Das UNESCO-Übereinkommen von 1970 C. Notwendigkeit der Reform des Übereinkommens von 1970 I. Kritik am Übereinkommen 1. Schwächen im Text des Übereinkommens 2. Probleme bei der Implementation 1) Probleme auf nationaler Ebene a. Rechtsfragen b. Praktische Schwierigkeiten 2) Probleme auf zwischenstaatlicher Ebene a. Rechtsfragen b. Praktische Schwierigkeiten II. Reformbedürfnis (Stärkung von Rückgaberegelungen) D. Bemühungen der UNESCO um die Reform des Übereinkommens von 1970 I. Rolle der UNESCO-Organe 1. Generalkonferenz 1) Resolutionen, Deklarationen und Empfehlungen 2) Deklarationsentwurf zu im Zweiten Weltkrieg verbrachtem Kulturgut 2. Exekutivrat 3. Sekretariat II. Rolle des Zwischenstaatlichen Komitees (ICPRCP) 1. Gründung des Komitees und dessen Aufgaben laut dem Statut 2. Tätigkeit des Komitees 3. Einschätzung der Tätigkeit III. Rolle des beratenden Ausschusses (Subsidiary Committee) E. Sonstige Maßnahmen zur Stärkung von Rückgaberegelungen I. Möglichkeit eines Protokolls zum UNESCO-Übereinkommen von 1970 II. Möglichkeit einer neuen Konvention F. Rechtspolitische Schlussfolgerung G. Fazit H. Literaturverzeichnis

NGOs gelten als wichtige Akteure, um die Belange der Zivilgesellschaft auch auf internationaler Ebene zu repräsentieren. Die UNESCO hat ihr Potenzial bereits frühzeitig erkannt und bietet ihren Partner-NGOs verschiedene Wege der Einflussnahme. Mit der neuen NGO-Richtlinie von 2011 haben neben internationalen NGOs auch lokale und regionale nichtstaatliche Organisationen die Möglichkeit, einen Konsultativ- oder Assoziativstatus mit der UNESCO einzugehen und dementsprechend ihre Interessen in den verschiedensten Organen der UNESCO einzubringen. Jedoch wird die Zusammenarbeit im Rahmen der UNESCO durch bestimmte Faktoren, wie der Finanzlage der UNESCO, eingeschränkt. Insbesondere im Arbeitsalltag der UNESCO zeigt sich, dass NGOs ihre zugesprochenen Einflussmöglichkeiten aufgrund der starken Rolle der Mitgliedstaaten nicht immer einlösen können. Die Bildungsinitiative Education for All verdeutlicht die herausragende Arbeit von NGOs, um internationale Zielvorgaben zu erreichen, sowie die unterstützende Rolle der UNESCO. Allerdings begründet sich der starke Einfluss der NGOs vor allem auf deren Eigeninitiative. Aufgrund ihrer begrenzten Ressourcen ist die UNESCO abhängig von ihren nichtstaatlichen Partnern. Nur wenn die UNESCO weiterhin auf eine verstärkte NGO-Partnerschaft setzt, können UNESCO-Programme auch langfristig erfolgreich umgesetzt werden. Die Avantgarde-Stellung der UNESCO bezüglich der NGO-Zusammenarbeit ist kein Selbstzweck, sondern sichert die Zukunft der UNESCO.