This is a theoretical dissertation built on the premise that different people appreciate landscape in different ways. It takes a multidisciplinary approach, and links findings made in several fields so as to attempt understanding of the phenomenon of rural landscape quality. A range of relatively modern explanations of the nature of landscape quality is examined and criticised primarily on the grounds of a tendency to confuse the abstract and uniform with the concrete and variable, that is, a failure to separate the general from the particular. A means of making this separation is then proposed and pursued for the remainder of the thesis. Discussion centres upon the activity of perceiving landscape. What does it involve? At the most abstract there are the structures of the senses and cognition inherited genetically and, with minor variations, common to all who perceive. At the most concrete there are the circumstances surrounding each individual engaged in the actual instant of perception. Between these two is the role played by the culture of the individual concerned. This thesis is slightly unusual in laying stress on the importance of the cultural inheritance as a factor contributing to differentiation and constant change in rural landscape quality. No firm conclusions are reached in what is essentially a work of experiment and speculation.

Made available in DSpace on 2016-08-10T10:36:38Z (GMT). No. of bitstreams: 1 Lucany Silva Bueno.pdf: 1019918 bytes, checksum: 4177f5a5d7038a6cde1d0fb754184fc0 (MD5) Previous issue date: 2005-08-09 / This dissertation is a study of the traditional techniques used by the city of Hidrolandia s weavers and embroiderers. It reveals aspects of culture, identity and cultural inheritance, approaching the relationship between materiality and immateriality of technical know-how. It also presents a brief survey on the origins of weaving, its myths, the female presence, the necessary instruments and the manual weaving as well in Brasil, Goiás state and the city of Hidrolandia. In Hidrolandia, specifically, this study approaches the kow-how involved in the weaving process beginnig with the acquisition of the raw material cotton and how it is changed into a finished product ready for consumption. It presents and analises the gathering of the weavers which main goal is to value and show the several ways to work the cotton and the productive chain that involves the know-how of weavers. / Essa dissertação é um estudo das técnicas tradicionais utilizadas pelas fiandeiras e tecedeiras de Hidrolândia. Aborda aspectos da cultura, da identidade e do patrimônio cultural, discutindo a relação entre a materialidade e a imaterialidade do saber fazer técnico. Apresenta também um breve levantamento sobre as origens da tecelagem em geral, seus mitos, a presença feminina, os instrumentos utilizados assim como a tecelagem manual no Brasil, no Estado de Goiás e em Hidrolândia. Em Hidrolândia, especificamente, aborda-se o fazer e o saber que envolve a tecelagem, começando pela forma de aquisição da matéria prima, o algodão, e de como ele é transformado em produto acabado para consumo. Apresenta e analisa o mutirão das fiandeiras cujo objetivo é valorizar e mostrar as formas de trabalhar o algodão, bem como a cadeia operatória que envolve o fazer e o saber das fiandeiras e tecedeiras.

Made available in DSpace on 2016-08-03T16:15:56Z (GMT). No. of bitstreams: 1 Aline Martins.pdf: 836102 bytes, checksum: e839f7e87db0da2067ada7354e51af45 (MD5) Previous issue date: 2007-10-13 / The aim of this study is to investigate the influence of the family cultural inheritance on the children educational development, based on a study case in a private kindergarten school. The theoretical interest of such an empirical research on this subject is attested by the fact that, according to Pierre Bourdieu, the valorisation and comprehension of the school are quite common in the families that have a higher educational level and that, consequently, begin to establish the school trajectory since the early years of the children. In this sense, when we analyse the parents of students of a private school we are in fact analysing the expectations of the families of the middle class. Based on some basic ideas about the connection between cultural inheritance and educational strategies presented by Bourdieu we assumed the hypothesis that different social categories are unevenly predisposed to comprehend and valorisate the school education as a whole and that this fact is straightly related with the family cultural inheritance. According to Pierre Bourdieu it is the ammount of inheritance (economic, social, and cultural) of the person that will determine his position in the social hierarchy, as well as his expectations about the school. We observe then, that the culture acts as an inheritance of class differentiation.(AU) / A partir do estudo de caso de uma unidade privada de educação infantil, a presente pesquisa pretendeu investigar, através das expectativas dos pais diante da educação infantil, a influência da herança cultural familiar na trajetória escolar da criança. O interesse teórico de uma pesquisa empírica sobre esse universo é atestado pelo fato de que, conforme Pierre Bourdieu, a valorização e a compreensão da escola, já nos primeiros anos de vida da criança são comuns entre as famílias que possuem um maior nível de escolarização e que conseqüentemente começam a traçar desde cedo a trajetória escolar de seus filhos. Assim, ao estudarmos os pais de alunos de uma unidade privada de educação infantil, estaremos abordando, sobretudo, as expectativas educacionais de famílias da classe média. Apoiados em algumas idéias básicas sobre a conexão entre capital cultural e estratégias educacionais apresentados por Bourdieu, trabalhamos com a hipótese de que as diferentes categorias sociais são desigualmente predispostas a compreender e a valorizar a escolarização em geral, e que este fato está diretamente relacionado ao capital cultural familiar. De acordo com o autor é o volume e o tipo de capital (econômico, social e cultural) que o indivíduo possui que irá definir sua posição na hierarquia social, bem como suas expectativas diante da escola. Nota-se, então, que a cultura de um modo geral opera como um patrimônio de diferenciação de classe.(AU)