In my diploma thesis I deal with the perception of the modern zoological gardens by observing visitor behavior. The thesis captures the emergence of zoos in Europe in the late 18th and 19th century gardens and their role as a source of knowledge and as a representation of the relationship between man and animal. Based on the observations of visitors I present two European zoological gardens - Prague Zoo and Reykjavík Zoo & Family Park - as spaces reflecting a certain culture. Reykjavík as a place with a simple mission dedicated for the education of small children in several fields, not only in zoology, and Prague as a complex universe, a merge of several different places with different meanings, such as a place for education, relaxation, photographing, standing against the contemporary western critical theories of zoological gardens. Key words: Zoological gardens, visitors, animals, humans, culture, looking at animals, behavior of visitors, Reykjavík, Prague, Iceland

Two faces of ZOO Perception of zoos from the view of their supporters and opponents The main topic of this thesis is a role of zoological gardens in the modern society, especially their importance to conservation of biodiversity as well as to progress in public education. I was interested not only in the opinions and the attitudes of the supporters of zoological gardens, but also in views of their opponents as the opposite side. In the case of the opponents I wanted to reveal if their criticism of zoos is based on negative emotions (bad feeling from breeding animals in captivity and thinking about their rights to freedom) or rise from real inadequacies (for example bad living conditions of animals). So in the theoretical part of the thesis I was concerned about contributions of zoological gardens in many ways as well as about their limitations, mostly mentioned by their opponents. To be more precise in drawing conclusions I made my own empirical research which was based on questionnaires and interviews with directors of certain zoos in the Czech Republic. The main aim of my research was not only a usual opinion poll, but also a detection of differences in opinions and personal characteristics between supporters and opponents of zoos. I also wanted to find out which aspects of zoos are highly...

A literatura especializada apresenta a importância de zoológicos, museus, aquários e jardins botânicos como instrumentos da conservação, educação e pesquisa envolvendo o conhecimento das espécies. Paralelamente tem ocorrido um aumento significativo na preocupação pela questão ambiental proclamando, com freqüência considerável, a educação como uma das áreas-chave para enfrentar este novo desafio. Neste cenário observa-se uma ampliação do conceito de educação que não se restringe mais ao âmbito escolar, proporcionando o crescimento de espaços não-formais dedicados ao ensino, especialmente os relacionados ao meio ambiente. Entretanto, poucos estudos têm sido feitos sobre o seu potencial educativo. O presente trabalho analisou o potencial pedagógico de quatro instituições que expõem a biodiversidade, localizadas no litoral de São Paulo: o Parque Ecológico Voturuá (São Vicente), o Jardim Botânico Chico Mendes (Santos), o Museu de Pesca (Santos) e o Acqua Mundo (Guarujá). Buscou-se ainda as concepções de biodiversidade e sua conservação nas instituições. Para tanto, três aspectos foram analisados para esta pesquisa: os espaços de exposição, os materiais escritos que apresentam os objetivos e as atividades desenvolvidas nestas instituições e o discurso das pessoas envolvidas no desenvolvimento de atividades institucionais ligadas a temática da biodiversidade. A análise dos dados se deu numa abordagem qualitativa da pesquisa educacional, buscando os significados dados por estas instituições à temática da biodiversidade, a questão de sua conservação e verificando o potencial pedagógico destes espaços não-formais de ensino. Para tanto, foram feitas observações dos espaços, análise de materiais escritos, tais como: documentos, propostas de trabalhos técnicos e pedagógicos, folhetos de divulgação e outros; e análise de questionários e entrevistas realizadas com os profissionais responsáveis que estão diretamente envolvidos no planejamento e desenvolvimento das atividades institucionais ligadas a temática da biodiversidade. Os referenciais teóricos utilizados para a análise dos significados basearam-se em autores que discutem as concepções de biodiversidade, as relações homem e natureza, as concepções de conservação da natureza e, por conseguinte, de biodiversidade e que analisam espaços não formais de ensino. Apesar de contemplarem universos diferentes de atuação, foi possível identificar características comuns dentre uma grande diversidade de atividades oferecidas nestes locais. Todas elas, a partir desta análise, apresentam potencial educativo para o desenvolvimento da temática da biodiversidade quanto ao aspecto expositivo. No entanto, freqüentemente o papel mais enfatizado perante a mídia é o de entretenimento, enfocando suas múltiplas atrações, constituídas por seres vivos, em suas diversas formas de conservação. Tal ênfase influencia as exposições que ficam constantemente a mercê das políticas locais, sem às vezes sequer conseguir estabelecer um objetivo maior ou uma identidade própria, dependendo diretamente da filosofia estabelecida pelo diretor de cada instituição. Este enfoque pode ter sido construído a partir de nossas próprias representações das várias formas da natureza que nos acompanham através dos tempos. No entanto, apesar desta difícil realidade, estes locais vem sendo progressivamente procurados pelo público escolar e conseguem estabelecer expressividade a partir de experiências educacionais inovadoras e relevantes que eventualmente contrapõem seus paradigmas existenciais e exercem constante pressão para a mudança dos cenários institucionais. / The specialized literature presents the importance of zoological gardens, museums, aquaria and botanical gardens as tools for the preservation, education and research involving the knowledge of the species. Concomitantly, there has been a significant increase in the preoccupation with the environmental issue, proclaiming education, with considerable frequency, a key-area to face this new challenge. In this context it is possible to observe an extension of the concept of education which is no longer restricted to the scholastic level, providing the growth of non-formal spaces dedicated to teaching, especially those related to the environment. Nevertheless, few studies about its educative potential have been made. This work analyzed the pedagogical potential of four institutions that exhibits biodiversity located on the coast of São Paulo: the Parque Ecológico Voturuá (Ecological Park Voturuá) in São Vicente, the Jardim Botânico Chico Mendes (Botanical Garden Chico Mendes) in Santos, the Museu de Pesca (Fishing Museum) in Santos and the Acqua Mundo (Acqua World) in Guarujá. Futhermore, Biodiversity and your preservation conceptions in the institutions were investigated. For such porpose, three aspects of these institutions were analyzed for this research: the exhibition locations, the written materials that present the objective and their activities, and the discourse of the professionals directly involved with the planning, handling and communication of the collections. The data analysis was carried out through a qualitative approach of the educational research, seeking the meanings of institutions given to the thematic of the biodiversity and the issue of its preservation, verifying the pedagogical potential of these non-formal spaces dedicated to teaching. For such purpose, written materials were analyzed such as: technical and pedagogical documents, information leaflets and others; observation visits, questionnaires and interviews analysis were made. The theoretical sources used in the analysis of the meanings were based on authors who question the concepts of biodiversity, the man and nature relations, the concepts of nature preservation and, therefore, of biodiversity, and who analyze non-formal teaching spaces. Despite contemplating different universes of performance, it was possible to identify common characteristics within a great diversity of activities offered in those places. All of them, from this analysis, present educative potential for the development of the thematic of biodiversity. However, the most emphasized role before the media is frequently that of entertainment, focusing their multiple attractions, composed of living beings, in their different forms of preservation. Such emphasis influences the exhibitions which are constantly at the mercy of the local policies, without even managing, sometimes, to establish a greater objective or a proper identity, depending directly on the philosophy established by the director of each institution. This approach may have been developed from our own representations of the various forms of nature which have accompanied us through time. Nevertheless, despite this difficult reality, these places have been progressively sought by the scholastic public and they have succeeded in establishing expression from innovative and relevant educational exp eriences which have been eventually compared with their existing paradigms and exert constant pressure so that a change of the institutional settings may take place.

A literatura especializada apresenta a importância de zoológicos, museus, aquários e jardins botânicos como instrumentos da conservação, educação e pesquisa envolvendo o conhecimento das espécies. Paralelamente tem ocorrido um aumento significativo na preocupação pela questão ambiental proclamando, com freqüência considerável, a educação como uma das áreas-chave para enfrentar este novo desafio. Neste cenário observa-se uma ampliação do conceito de educação que não se restringe mais ao âmbito escolar, proporcionando o crescimento de espaços não-formais dedicados ao ensino, especialmente os relacionados ao meio ambiente. Entretanto, poucos estudos têm sido feitos sobre o seu potencial educativo. O presente trabalho analisou o potencial pedagógico de quatro instituições que expõem a biodiversidade, localizadas no litoral de São Paulo: o Parque Ecológico Voturuá (São Vicente), o Jardim Botânico Chico Mendes (Santos), o Museu de Pesca (Santos) e o Acqua Mundo (Guarujá). Buscou-se ainda as concepções de biodiversidade e sua conservação nas instituições. Para tanto, três aspectos foram analisados para esta pesquisa: os espaços de exposição, os materiais escritos que apresentam os objetivos e as atividades desenvolvidas nestas instituições e o discurso das pessoas envolvidas no desenvolvimento de atividades institucionais ligadas a temática da biodiversidade. A análise dos dados se deu numa abordagem qualitativa da pesquisa educacional, buscando os significados dados por estas instituições à temática da biodiversidade, a questão de sua conservação e verificando o potencial pedagógico destes espaços não-formais de ensino. Para tanto, foram feitas observações dos espaços, análise de materiais escritos, tais como: documentos, propostas de trabalhos técnicos e pedagógicos, folhetos de divulgação e outros; e análise de questionários e entrevistas realizadas com os profissionais responsáveis que estão diretamente envolvidos no planejamento e desenvolvimento das atividades institucionais ligadas a temática da biodiversidade. Os referenciais teóricos utilizados para a análise dos significados basearam-se em autores que discutem as concepções de biodiversidade, as relações homem e natureza, as concepções de conservação da natureza e, por conseguinte, de biodiversidade e que analisam espaços não formais de ensino. Apesar de contemplarem universos diferentes de atuação, foi possível identificar características comuns dentre uma grande diversidade de atividades oferecidas nestes locais. Todas elas, a partir desta análise, apresentam potencial educativo para o desenvolvimento da temática da biodiversidade quanto ao aspecto expositivo. No entanto, freqüentemente o papel mais enfatizado perante a mídia é o de entretenimento, enfocando suas múltiplas atrações, constituídas por seres vivos, em suas diversas formas de conservação. Tal ênfase influencia as exposições que ficam constantemente a mercê das políticas locais, sem às vezes sequer conseguir estabelecer um objetivo maior ou uma identidade própria, dependendo diretamente da filosofia estabelecida pelo diretor de cada instituição. Este enfoque pode ter sido construído a partir de nossas próprias representações das várias formas da natureza que nos acompanham através dos tempos. No entanto, apesar desta difícil realidade, estes locais vem sendo progressivamente procurados pelo público escolar e conseguem estabelecer expressividade a partir de experiências educacionais inovadoras e relevantes que eventualmente contrapõem seus paradigmas existenciais e exercem constante pressão para a mudança dos cenários institucionais. / The specialized literature presents the importance of zoological gardens, museums, aquaria and botanical gardens as tools for the preservation, education and research involving the knowledge of the species. Concomitantly, there has been a significant increase in the preoccupation with the environmental issue, proclaiming education, with considerable frequency, a key-area to face this new challenge. In this context it is possible to observe an extension of the concept of education which is no longer restricted to the scholastic level, providing the growth of non-formal spaces dedicated to teaching, especially those related to the environment. Nevertheless, few studies about its educative potential have been made. This work analyzed the pedagogical potential of four institutions that exhibits biodiversity located on the coast of São Paulo: the Parque Ecológico Voturuá (Ecological Park Voturuá) in São Vicente, the Jardim Botânico Chico Mendes (Botanical Garden Chico Mendes) in Santos, the Museu de Pesca (Fishing Museum) in Santos and the Acqua Mundo (Acqua World) in Guarujá. Futhermore, Biodiversity and your preservation conceptions in the institutions were investigated. For such porpose, three aspects of these institutions were analyzed for this research: the exhibition locations, the written materials that present the objective and their activities, and the discourse of the professionals directly involved with the planning, handling and communication of the collections. The data analysis was carried out through a qualitative approach of the educational research, seeking the meanings of institutions given to the thematic of the biodiversity and the issue of its preservation, verifying the pedagogical potential of these non-formal spaces dedicated to teaching. For such purpose, written materials were analyzed such as: technical and pedagogical documents, information leaflets and others; observation visits, questionnaires and interviews analysis were made. The theoretical sources used in the analysis of the meanings were based on authors who question the concepts of biodiversity, the man and nature relations, the concepts of nature preservation and, therefore, of biodiversity, and who analyze non-formal teaching spaces. Despite contemplating different universes of performance, it was possible to identify common characteristics within a great diversity of activities offered in those places. All of them, from this analysis, present educative potential for the development of the thematic of biodiversity. However, the most emphasized role before the media is frequently that of entertainment, focusing their multiple attractions, composed of living beings, in their different forms of preservation. Such emphasis influences the exhibitions which are constantly at the mercy of the local policies, without even managing, sometimes, to establish a greater objective or a proper identity, depending directly on the philosophy established by the director of each institution. This approach may have been developed from our own representations of the various forms of nature which have accompanied us through time. Nevertheless, despite this difficult reality, these places have been progressively sought by the scholastic public and they have succeeded in establishing expression from innovative and relevant educational exp eriences which have been eventually compared with their existing paradigms and exert constant pressure so that a change of the institutional settings may take place.

Suivant les récents développements historiographiques dans le champ de l’histoire des animaux, cette thèse aborde l’histoire des jardins zoologiques du côté des bêtes elles-mêmes. Elle examine donc non seulement les politiques humaines de gestion des animaux de zoo, mais aussi leurs influences sur les corps et les comportements des animaux, et leurs évolutions mutuelles. <p>L’examen débute à la fondation du jardin zoologique, c’est-à-dire au moment de la création de la ménagerie parisienne du Jardin des Plantes en 1793, et se centre, outre sur cette institution originelle, sur le jardin zoologique de Londres, créé en 1828, et celui d’Anvers, fondé en 1843. <p>Pour écrire l’histoire des animaux de zoo, la thèse mobilise une méthodologie qui mêle des indicateurs descriptifs – témoignages sur les corps et comportements animaux, sur les infrastructures de captivité, sur les soins et l’alimentation dont bénéficient les bêtes, – et quantitatifs – étude sérielle sur la longue durée des entrées et sorties d’animaux ainsi que des longévités des primates et des grands félins. L’évolution de ces différents indices est examinée au sein d’un cadre chronologique régi par les politiques des gestionnaires de zoos. Ainsi, après une première partie débutant à la fondation des institutions étudiées, une seconde s’ouvre au début du XXe siècle, alors que le marchand allemand Carl Hagenbeck ouvre en 1907 un zoo privé à Stellingen, près de Hambourg, qui popularise un nouveau type de présentation des bêtes, par lequel celles-ci sont exposées durant la journée en plein air et séparées du public par des fossés. Enfin, une troisième partie s’amorce à partir des années 1950, lorsque les zoos s’attellent à la mise en œuvre d’une nouvelle fonction, celle de protection des espèces ex situ, s’ajoutant aux trois autres traditionnellement endossées (récréative, éducative, scientifique).<p>L’examen des vies des bêtes sous l’influence des politiques humaines aboutit à élaborer une nouvelle chronologie des zoos, qui distingue un long XIXe siècle, dévoreur de vies animales ;une seconde phase, hygiéniste, à partir de l’entre-deux-guerres, caractérisée par les volontés des gestionnaires de rationaliser les conditions de captivité, mais dont les incidences sur les vies animales sont toutefois réduites ;enfin une troisième, attentive aux animaux, du milieu des années 1970 à nos jours, qui permet la naissance d’une nouvelle économie animale des zoos, qui voit l’atténuation des ponctions en milieu naturel pour la plupart des taxons (spécifiquement les mammifères et les oiseaux).<p>Ce faisant, l’étude met aussi en évidence, à rebours des discours finalistes de l’historiographie officielle, des permanences, immanentes à la captivité des animaux dans le contexte des zoos. Il s’agit d’une part de l’expression par les bêtes de comportements anormaux dans des proportions qui dépassent le niveau anecdotique ;il s’agit d’autre part de l’approvisionnement en milieu naturel, qui, bien qu’en déclin dans le contexte du bouleversement de l’économie animale, persiste jusqu’à nos jours en nombre important pour les taxons moins considérés, soit les poissons et les invertébrés, et se réincarne en de nouveaux avatars pour les autres (ponctions dans le cadre des programmes de protection, captures scientifiques, )./<p><p>Following in the footsteps of recent developments in the French historiography, this dissertation aims at balancing the attention given to humans and animals. The research therefore focuses on human policies concerning the management of animals kept in zoological gardens, as well as on their consequences on the bodies and behaviors of animals, and on mutual influences between humans and animals.<p>The study begins with the birth of the zoological garden, i.e. the creation of the Jardin des Plantes Menagerie in 1793, and focuses on this institution as well as on the London Zoo, created in 1828, and the Antwerp Zoo (1843). <p>In order to write the history of zoo animals, the method uses both descriptive indicators – testimonies on animals bodies and behaviors, on captive environments, on animal cares, handling and food, – and quantitative indicators – long-term study of the arrivals and departures, births and deaths of animals and of the longevity of Primates and Pantherinae in captivity. The evolution of these indicators takes place in a chronological framework based on the policies designed to manage zoo animals. The first part begins with the foundation of the zoological gardens. The second one starts at the beginning of the 20th century, when German dealer Carl Hagenbeck opened a zoo in Stellingen, near Hamburg (1907) which popularized a new way to display the animals, in open-air enclosures separated from the public by ditches. The third part starts in the 1950’s, when zoos implemented a new function, one of ex situ conservation, in addition to their other traditional recreative, educative and scientific missions.<p>This study of animal lives under human influence results in a new chronology of zoological gardens, discerning a long 19th century, that consumed animal lives, a second phase, hygienist, from the interwar period, marked by the managers’ willingness to rationalize the conditions of captivity, without much influence on animals lives and longevity, and a third one, from the mid-1970’s to the present time, characterized by increased attention to zoo animals and their well-being, allowing the birth of a new animal economy of zoological gardens, by which in situ captures decline for most taxa (specifically mammals and birds).<p>The dissertation also shows, in opposition with the finalist discourses of the official historiography, somes continuities, immanent to animal captivity in the context of zoological gardens. Abnormal behaviors in animals especially appear in proportions exceeding the anecdotal level. Another important phenomenon pointing to continuities is the collecting in the wild which, although it declined at the same rhythm that the new animal economy developed, has persisted to this day, profusely for the least considered taxa (fishes and invertebrates), and resurfacing in new iterations for mammals, birds, reptiles and amphibians (capture for purposes of conservation, for scientific collecting, ). / Doctorat en Histoire, art et archéologie / info:eu-repo/semantics/nonPublished