Esta dissertação pretende traçar as linhas gerais que permearam a criação da CPLP, em 1996 e sua atuação desde então, agora que já fazem 12 anos da sua formação. O objetivo é identificar quais as possíveis estratégias e posições a serem tomadas pelos Estados-membros da comunidade no cenário internacional no século XXI. Pretendemos verificar até que ponto a CPLP é uma Comunidade que tem desempenhado um papel importante no cenário internacional num mundo cada vez mais globalizado. Tem o propósito de traçar o desenho que delineou e delineia as relações entre o Brasil, Portugal e os países africanos de língua oficial portuguesa (PALOPs). Para isso, investigou-se qual o cenário político, histórico e social no qual germinou a idéia da criação de uma comunidade como a CPLP, qual o seu papel na comunidade internacional, quais os ganhos de quem dela participa. A questão central da pesquisa foi: de que maneira a CPLP é atuante na defesa dos interesses econômicos, sociais e culturais dos países que a compõem, que juntos representam mais de 200 milhões de cidadãos do mundo a falar a língua portuguesa? Quisemos medir o grau de identidade entre os povos que compõem esta comunidade e para isso usamos a construção de um índice estatístico que permite saber qual é esse grau, em quê a identidade desses povos se baseia e qual o reflexo dela para as relações intra-estatais e inter-estatais. Veremos que a abordagem construtivista das Relações Internacionais é a chave teórica para entendimento da CPLP, neste trabalho, e que as análises do cenário pós-Guerra Fria, não explicam a peculiaridade da CPLP. Por fim traçamos as estratégias possíveis da comunidade no futuro e apontamos quais as críticas mais comummente apresentadas por diferentes atores à sua atuação até hoje. / This thesis aims to trace the general lines that permeated the creation of the CPLP in 1996 and its performance since then, now that are 12 years of her formation. The goal is to identify the possible strategies and positions to be taken by member States of the international community in the twenty-first century. We want to verify the extent to which the CPLP is a community that has played an important role in the international arena in a world increasingly globalized. Aims to trace the outline and design the outlines the relationship between Brazil, Portugal and African countries whose official language is Portuguese (PALOP\'s). For this, we investigated what were the political landscape, historical and social in which germinated the idea of creating a community like the CPLP, what is its role in the international community, and which are the of who is involved. The central question of this research was: how the CPLP is active in the defense of economic interests, social and cultural rights of the countries that compose it, which together represent more than 200 million \"citizens of the world\" to speak the portuguese language? We measure the degree of identity among the peoples that make up this community and for this we use the construction of a statistical index that allows to know what is the degree in which the identity of these peoples is based and which reflects it to the intra-state and inter-state relations. We will see that the constructivist approach of International Relations is the theoretical key to understanding the CPLP, in this work, and that the analysis of post-Cold War scenario, somehow, does not explain the peculiarity of the CPLP. Finally, this thesis draw the possibles strategies of this Community in the future and point out that the criticism most commonly made by different actors for her performance till today

With the surge of constructivism, which values non-material factors and ideational variables, norm research became the center of interest in International Relations scholarship. The early constructivist theory is suitable for showing how a norm could be replaced by another but incapable of explaining how a norm itself changes. Hence, the next challenge for constructivism would be demonstrating a norm change mechanism. The purpose of this research is to fill a gap in the international norm literature. From a constructivist perspective, this research suggests a cyclic model of international norm change and verifies its plausibility by examining the empirical evidence of change in the international norm of self-determination. Although self-determination is one of the essential norms in the contemporary international order, it has yet to be investigated within international norm literature. Unlike the static model of early constructivists, the cyclic model of international norm change demonstrates a clear framework to see how the norm of self-determination has changed over time and explains why norm structures are sometimes stable and other times volatile. / Com o surgimento do construtivismo, que valoriza fatores não materiais e variáveis ideacionais, a pesquisa de normas tornou-se o centro de interesse em estudos de Relações Internacionais. A teoria construtivista inicial é adequada para mostrar como uma norma pode ser substituída por outra, mas incapaz de explicar como uma norma se modifica. Assim, o próximo desafio para o construtivismo seria demonstrar o mecanismo de mudança de norma. O objetivo desta pesquisa é preencher uma lacuna na literatura internacional de normas. De uma perspectiva construtivista, esta pesquisa sugere um modelo cíclico de mudança internacional de normas e verifica sua plausibilidade examinando as evidências empíricas de mudança na norma internacional de autodeterminação. Embora a autodeterminação seja uma das normas essenciais na ordem internacional contemporânea, ela ainda precisa ser investigada dentro da literatura internacional de normas. Ao contrário do modelo estático dos primeiros construtivistas, o modelo cíclico da mudança internacional de normas demonstra uma estrutura clara para ver como a norma de autodeterminação mudou ao longo do tempo e explica por que as estruturas normativas são às vezes estáveis e outras voláteis.

The central aim of the thesis is to define the approach of EU development policy towards Africa since the end of the Cold War. It focuses on the unexplored areas of the available literature on the subject, specifically the impact of EU development policy on the domain of international development and the objective of the EU to become a prominent international actor. The thesis relies on Martha Finnemore’s Social Constructivist research. It concentrates on the dynamics maintained by the EU with the normative basis that characterises the structure and agents of international development, and assesses how it affected EU behaviour, as expressed through its development policy towards Africa in the considered timeframe.1 By doing so, the thesis exposes both the marked effect of EU development policy in the domain of international development, and the form of ‘paradise’ (model of development) the EU promoted in Africa. The empirical support in the thesis is comprised of archived data, official documents, press releases, published reports, speeches, and personally conducted interviews. Following the method of research, the thesis focuses on tracing the norms that characterise EU development policy towards Africa over time. Therein, the thesis largely confirms the identified agents as the source of the norms that define the structure of international development, and the EU as its derivative. It argues that EU development policy is currently a general projection of the normative structure of international development, specifically regarding the policy orientation of its identified agents. As a result, it contends that the EU fell short of its efforts to export its form of ‘paradise’ to Africa in the proposed timeframe as a corollary of its limitations to stand as a distinct and leading actor in the domain of international development. Thus, the thesis makes a fresh contribution to the understanding of EU development policy towards Africa and the objective of the EU to become a prominent international actor in the twenty-first century.

The research reported in this thesis arose from a comment made by a student who had achieved highly in examinations yet felt that science: ‘doesn’t make sense’. Different conceptualisations of learning are analysed leading to the development of the concept of making sense as the formation or modification of a conceptual compound in which concepts are related in a coherent causal system that may be transferred to novel situations. This definition is situated within a constructivist epistemology. The research question asks how students make sense of physics concepts in dynamics and electricity. Five 17-18 year-old students, conceptualised as a multiple case study, were selected from an English secondary school using purposeful sampling. The students were interviewed once a week for 22 weeks in sessions using a range of probes such as interviews about instances, concept maps and concept inventory questions. It is assumed that data collection occurred at a frequency that was high relative to the rate of conceptual change, hence, the work is conceptulaised as microgenetic. The analysis focuses on the development of the students’: a) ontologies of concepts from concrete instances towards abstractions; b) conceptual structures from temporary organisations to more stable structures; c) understanding of causality from focused on macroscopic objects to abstract concepts; d) judgments of coherence; f) conceptual change modeled as an alteration in the ‘oftenness’ of application of a concept in a given context; and e) ability to apply concepts to novel contexts. The implications of these findings for teaching and future research are discussed.

As estratégias construtivistas na obra de Hélio Oiticica estão compreendidas na noção definida pelo artista de \"mundo erigindo mundo\". Esta estratégia é identificável tanto nos aspectos éticos e estéticos das proposições de Oiticica quanto na maneira como seu próprio pensamento é construído de blocos achados nas obras de filósofos, músicos e outros artistas. Este trabalho percorre manuscritos de Hélio Oiticica disponíveis em arquivos digitais para identificar os blocos de pensamento que embasam a produção de Hélio Oiticica, identificando a singularidade de sua obra frente a propostas de alguns de seus contemporâneos. Ainda que reconhecendo a importância do mito e da Mangueira na obra do inventor da Tropicália, o texto enfatiza que a \"síntese\" feita por Hélio Oiticica não se deixa fixar em um estereótipo cultural já que escapa dos espaços delimitados e do tempo cronológico, estabelecendo-se em um \"mundo-abrigo\" virtual, onde Oiticica acha fragmentos das produções de inventores de vários lugares e épocas para compor seu programa além-da-arte. / The constructivist strategies within Hélio Oiticica´s oeuvre are comprehended in the notion of \"world building world\" articulated by the artist. This strategy is discernible both on the ethic and aesthetic aspects of Oiticica´s proposals and on the way his own thought is built out of blocks he found in works by philosophers, musicians and other artists. This text traverses manuscripts by Hélio Oiticica, available in digital archives, to identify the building blocks of the artist´s thought and its singularity in relation to proposals of some of his contemporaries. Although recognizing the importance of the myth and of the Mangueira samba school on the work of the inventor of Tropicalia, this text emphasizes that the \"synthesis\" produced by Hélio Oiticica defies cultural stereotypes since it escapes boundaries and the chronological time, establishing itself within a \"world-shelter\" where the artist finds fragments of the production of other inventors from different cultures and times, to compose his own beyond-the-art program.

A prática de ensino dos conteúdos da Biologia como disciplina do Ensino Médio apresenta muitos obstáculos à aprendizagem, entre eles o de não desenvolver no estudante a visão holística e articulada quando se trata da abordagem da micro e macrobiologia. Isso favorece a construção de uma visão fragmentada de um sistema complexo e interdependente. Como forma de superar essa dificuldade, propõe-se a utilização dos mapas conceituais por alunos do 1º e 3º Ano do Ensino Médio de uma escola da rede particular de ensino de Pindamonhangaba - SP, objetivando oferecer uma prática pedagógica que, aliada à exploração dos mapas conceituais, crie condições para que o aluno construa o conhecimento de Biologia, desenvolvendo uma visão holística dos fenômenos com suas entidades e processos. A pesquisa foi aplicada em quatro etapas e realizada pelos alunos organizados em grupos. Inicialmente, foram desenvolvidas atividades para a familiarização com a ferramenta, utilizando-se o programa CmapTools. Em seguida, os alunos completaram mapas previamente construídos, inserindo conceitos e relações disponíveis em estacionamento, além de construírem um mapa a partir de texto do material didático adotado e completaram esse mapa a partir de pesquisa, o que buscou, entre outras coisas, o desenvolvimento da autonomia na busca do conhecimento. Finalmente, foram construídos quatro mapas a partir de questões-focais, elaboradas com intuito de buscar a reconciliação integrativa na construção de conhecimento dos alunos. Os resultados revelam que a maioria dos alunos conseguiu integrar os conceitos e relações necessárias para responder a questão focal, permitindo o protagonismo dos estudantes, a aprendizagem significativa e a construção colaborativa do conhecimento. / The practice of teaching the contents of Biology as a discipline of High School presents many obstacles to learning, among them the non-developing of the student\'s holistic and articulated vision when dealing with the approach of micro and macrobiology. This favors the construction of a fragmented view of a complex and interdependent system. As a way to overcome this difficulty, it is proposed to use the conceptual maps by students of the 1st and 3rd Year of High School in a private school in Pindamonhangaba - SP, aiming to offer a pedagogical practice which with the exploration of conceptual maps, creates conditions for the student to build the biology\'s knowledge, developing a holistic view of the phenomena with their entities and processes. The research was applied in four stages and carried out by the students organized in groups. Initially, activities were developed to familiarize with the tool, using the CmapTools software. Next, the students completed maps previously constructed; inserting concepts and available relations in stagnation, besides constructing a map from text of the didactic material adopted and completed this map from research, which sought, among other things, the development of autonomy in the pursuit of knowledge. Finally, four maps were constructed based on focal questions, elaborated with the purpose of seeking the integrative reconciliation in the construction of students\' knowledge. The results reveal that most of the students were able to integrate the concepts and relations necessary to answer the focal question, allowing the student\'s protagonism, meaningful learning and the collaborative construction of knowledge.

Ao se colocar em foco o papel do erro como tema relevante à educação em arte, descortinam-se possíveis novas compreensões do significado do erro nos diferentes contextos atuais de formação. Partindo do pensamento filosófico a respeito do termo e da observação da oposição histórica entre correntes ideológicas antípodas relativamente a sua concepção no ensino de arte, este texto, ao trazer o erro a um novo lugar conceitual, busca prover o educador de correspondente parâmetro didático-pedagógico. Entre os objetivos deste trabalho está apontar uma variedade de concepções sobre o erro nos fazeres de quem aprende e de quem ensina arte, como aquilo que é denunciado coercitivamente, aquilo que é corrigido construtivamente ou o que é acolhido criativamente. Respaldando-se nas obras de autores como Thierry de Duve e Jean Piaget, no diálogo com três educadores e na observação de propostas didáticas realizadas com turmas de ensino médio de uma escola particular, este trabalho pretende levantar a ideia da reincorporação do erro como elemento conceitual importante ao aprendizado das linguagens artísticas, assim como à discussão geral sobre o ensino contemporâneo da arte. / When the role of error is focused as a relevant subject in art education, new other possible understandings of the meaning of error show themselves in different present educational contexts. Based on the philosophical thought about error and on the comparison between opposite ideological trends concerning this concept in art teaching, this work wants to provide educators with correlated didactic and pedagogical parameters, bringing error to a new conceptual place. Among the objectives of this work, there is the displaying a variety of errors in the activities of who learns and teaches art, both as what is coercively condemned, or what is constructively corrected, or even what is creatively accepted. Supported by ideas of authors as Thierry de Duve and Jean Piaget, inspired by dialogues with three educators and based in the observation of didactic proposals applied in high school classes at a private institution, this work intends to incorporate error as an important conceptual element to the learning of artistic languages, as well as to the general discussion of the contemporary teaching of art.

O objetivo desta tese é analisar as relações de poder expressas nas definições de cultura contidas nos documentos legais da Organização das Nações Unidas para a Educação, Ciência e Cultura (UNESCO), entre 1945-2015, principalmente em relação às implicações para a produção, reprodução, circulação e proteção de bens, serviços e conteúdos culturais. Buscou-se identificar como a relação entre cultura e desenvolvimento, ausente nos primeiros documentos emitidos pela entidade, tornou-se ponto central das declarações, convenções e recomendações mais recentes, levando-se em conta o papel das instituições do sistema ONU como promotores de normas. O recorte temporal da análise compreende três fases: o primeiro período corresponde aos antecedentes da Organização (1871-1945). Nessa fase, a expansão do imperialismo capitalista, principalmente europeu, e o colonialismo têm entre suas bases uma noção hierárquica de \"civilização\". O chamado conceito humanista de cultura vigente baseia-se, por esse aspecto hierárquico, em uma visão de \"igualdade excludente\". A UNESCO efetivamente passa a existir no segundo período (1945-1985), fase da Guerra Fria e em que ocorre o processo de descolonização e a ascensão do chamado Terceiro Mundo. A ênfase é dada à noção de \"diversidade\", analisada aqui como \"diferença inclusiva\" e a substituição gradual do conceito humanista pelo conceito antropológico. No terceiro momento (1985-2015), os aspectos econômicos são agregados ao conceito de diversidade, o que leva à incorporação, nos debates sobre cultura, do tema \"desenvolvimento\", caracterizada como uma visão de \"diferença produtiva\". Nota-se a relação entre contextos históricos e geopolíticos e os discursos prevalentes e sua difusão como norma, passando a compor o fundamento de políticas culturais domésticas. / The aim of this thesis is to analyze the power relationships expressed in the definitions of culture contained in the body of legal documents of the United Nations Educational, Scientific and Cultural Organization (UNESCO) between 1945-2015, regarding the implications for the production, circulation and protection of cultural goods, services and contents. The main goal was to trace how the relationship between culture and development, absent in the first documents issued by the entity, became central in recent declarations, conventions and recommendations, taking into account the role of UN institutions as norm setters. The analysis comprises three phases: the first corresponds to the antecedents of the Organization (1871-1945), when the expansion of capitalist imperialism, mainly European, and colonialism had among their bases a hierarchical notion of \"civilization\". The humanist concept of culture is based, in this hierarchical aspect, on a vision of \"excluding equality\". UNESCO effectively came into existence in the second period (1945-1985), during which the Cold War, with the decolonization process and the rise of the Third World, took place. The emphasis is given to the notion of \"diversity\", analyzed here as \"inclusive difference\" and the gradual replacement of the humanist concept by the anthropological concept. In the third period (1985-2015), economic aspects are added to the concept of diversity, which leads to the incorporation, in the debates on culture, of \"development\", characterized as a vision of \"productive difference\". The relationship between historical and geopolitical contexts and the diffusion of discourses as norms, which, by their turn, influence domestic cultural policies, are stressed.

This paper concerns the framing of climate change in Svenska Dagbladet, during the period of January 1st to November 30th, 2018. Climate change has been described as the challenge of our time, perhaps even the biggest to ever face humanity. Though Sweden has, for a long time, expressed a general consensus regarding the existence and gravity of climate change the importance of how the question is handled remains. Media plays a crucial role in defining and explaining the issue, including causal interpretations and what ought to be done. The outset of the current study was to explore how one of Sweden’s leading newspapers constructs and represents this issue of climate change. Through a method of framing analysis, using Nisbet’s framing typology, the study examined 69 articles in Svenska Dagbladet within the chosen time frame. Two research questions guided the study: Q1 - Which are the primary frames used in the articles? Does frequency differ among the frames? Q2 - What constitutes each frame? Which defining features and arguments can be identified for each frame? The results show that climate change is portrayed as an advanced crisis with the need for immediate and massive efforts to limit the consequences. The newspaper highlights the importance of lowering individual footprint, the need for a green approach in markets and above all, the pivotal role of the UN and transnational agreements for a global solution. More work is needed within the research field to further investigate the findings concluded in this paper.

Mitt arbete handlar om mötet mellan rysk konstruktivism och science fiction. Detta har jag gestaltat i ett textilt rum inspirerad av science fictionkarraktären Doktorn ur Doctor Who. Doktorn är en utomjording av en långt mer utvecklad art och från en mer avancerad civilisation än människorna, som reser i tid och rum i sitt tids-och rymdskepp TARDIS. Jag har designat ett rum som är min textila tolkning av TARDIS innersta. Arbetet kretsar kring tankar om gestaltning av en flerdimensionalitet som bara kan anas, inte ses eller förstås. Jag har arbetat med optiska och optiskt omöjliga mönster, UV-ljus och fluorescens för att få en känsla av fler dimensioner än våra vanliga mänskliga fyra. Syftet är att förvirra betraktaren, att irritera ögat och hjärnan till att leta efter lösningar som inte finns. My thesis is about the meeting of russian constructivism and science fiction. I have constructed a textile room inspired by a fictional character, The Doctor from Doctor Who. The Doctor is an alien from an ancient and advanced civilization, travelling through time and space in his space-time ship TARDIS. The thesis is my textile interpretation of TARDIS’ center. I have studied the possibilities of creating dimensions, or the experience of dimensions, that humans can’t see or understand. For this I have studied optical patterns in combination with black lights and fluorescence. My aim is to confuse and irritate the eye and the brain of the beholder, and to make her look for solutions that aren’t there. / <p>Program: Textildesignutbildningen</p>