Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (Ph.D) -- University of Western Sydney, 2007. / A thesis submitted to the University of Western Sydney, College of Arts, School of Communication Arts, in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 129-135). Also available in print.

This master thesis explores relationships between education and school culture. The theoretical part defines terms culture, education and main determinants of their relationships in terms of natural culture, globalisation, socioeconomic influence, political settings and public demand. In the empirical part, the level of influence of the founder of the school on its culture in the educational process is explored. The founder of the school is a key representative of management of education. KEYWORDS Education, school culture, rganizational culture, school founder, elementary school

A tese apresenta, analisa e discute as condições vinculadas a emergência, disseminação e usos do conceito de pedagogias culturais no campo dos Estudos Culturais em Educação, especialmente no Brasil. Tendo como objetivo a construção de uma cartografia que permita pensar sobre as condições de possibilidade do conceito como ferramenta teórica, a pesquisa movimenta-se no referencial pósestruturalista dos estudos culturais, de modo a mapear algumas linhas que traçaram os contornos que este construto teórico apresenta atualmente. Seguindo e articulando estas linhas, objetiva-se explorar as histórias do conceito, bem como evidenciar os processos que permitiram sua (re)invenção no contexto acadêmico do Programa de Pós-Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). Para explorar os cruzamentos aí identificados, lançase mão do conceito de invenção, no sentido atribuído por Durval Muniz de Albuquerque Junior, e adota-se o roteiro de investigação proposto por Edward Said. Para compreender as pedagogias culturais são referências os estudos de autores que consideram as histórias da pedagogia, como Viviane Camozzato, Franco Cambi e Carlos Noguera-Ramirez, e da cultura, como Raymond Williams e Zygmunt Bauman. A pesquisa desenvolveu-se em três movimentos distintos. Em um, analisam-se as contribuições de David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe e Elizabeth Ellsworth, pesquisadores associados às histórias sobre a emergência e sobre vários desdobramentos do conceito. Em outro movimento, para identificar e compreender as condições de importação do campo de ideias e de (re)invenção dos conceitos associados a ele, foram realizadas entrevistas com quatro professores que vivenciaram a implantação da Linha de Pesquisa Estudos Culturais em Educação no PPGEDU/UFRGS. Foram também rastreados os primeiros textos traduzidos que abordam o caráter pedagógico dos artefatos culturais e introduzem o conceito de pedagogias culturais. Em um terceiro movimento, examinam-se pesquisas de Mestrado e Doutorado, indicadas pelos professores entrevistados, para esmiuçar os usos e a produtividade desse construto teórico como ferramenta de análise. Os movimentos de investigação desenvolvidos e articulados mostraram os fios que permitem vislumbrar as tramas desse processo de (re)invenção, que teve como condições de emergência: a possibilidade de novas perspectivas de pesquisa em Educação que os Estudos Culturais trouxeram; a hibridização entre Estudos Culturais e Estudos Foucaultianos; a articulação entre Estudos Culturais e Educação. Tal cartografia evidencia como o conceito de pedagogias culturais vem ajudando tanto a problematizar, matizar e diversificar o entendimento sobre pedagogia, quanto a explorar as qualidades pedagógicas da vida social, constituindo-se em potente ferramenta teórica para os trabalhos produzidos na articulação entre Estudos Culturais e Educação. / This research paper presents, analyzes and discusses the conditions connected to the emergence, dissemination and uses of cultural pedagogies in the field of Cultural Studies in Education, particularly in Brazil. Aiming at building up a map that allows us to think about the conditions that enable the possibility of using this concept as a theoretical tools, this research is executed within the post-structuralism referential universe of cultural studies, in order to map out some of the lines that make up the contours that this theoretical construct presents currently. By following and articulating these lines, the purpose is to explore the backgrounds of this concept, as well as to make evident the processes that allowed for its (re)invention within the academic context of the Graduate Program in Education (PPGEDU) at the Federal University of Rio Grande do Sul (UFRGS). In order to explore the intersections identified, we make use of the concept of innovation, in the sense devised by Durval Muniz de Albuquerque Junior, and adopting an investigation step-by-step procedure as proposed by Edward Said, In order to understand cultural pedagogies, this paper uses as references the studies carried out by authors that address both the history of pedagogy, such as Viviane Camozzato, Franco Cambi and Carlos Noguera-Ramirez, and the history of culture, such as Raymond Williams and Zygmunt Bauman. This research was developed in three distinct stages. In the first one, there was the analysis of the contributions made by David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe and Elizabeth Ellsworth, researchers associated to historical accounts regarding the emergence and the various ramifications of the concept. In the second stage, in order to identify and understand the importing conditions linked to the field of ideas and the (re)invention of the concept related to it, interviews were executed with four teaching professionals who experienced the implementation of the Line of Research in Cultural Studies in Education at PPGEDU/UFRGS. We also tracked down the first texts translated on the topic that approach the pedagogical nature of cultural artifacts and introduce the concept of cultural pedagogies. In the third stage, we analyzed Master's degree and PhD studies indicated by the teaching professionals interviewed, in order to detail the use and productiveness of this theoretical construct as a tool of analysis. The investigation works that have been carried out and articulated show the threads that allow us to see the weft that make up this (re)invention process, that have as emergence conditions: the possibility of new perspectives for research in education that brought Cultural Studies; hybridisation between Cultural Studies and Foucault's theory; the relationship between Cultural Studies and Education. Such mapping activity makes evident how the concept of cultural pedagogies is assisting in the questioning, nuancing and diversification regarding the understanding of pedagogy, as well as in the exploration of the pedagogical qualities present in social life, thus becoming a powerful theoretical tool to be used in the works addressing the articulation between Cultural Studies and Education.

A tese apresenta, analisa e discute as condições vinculadas a emergência, disseminação e usos do conceito de pedagogias culturais no campo dos Estudos Culturais em Educação, especialmente no Brasil. Tendo como objetivo a construção de uma cartografia que permita pensar sobre as condições de possibilidade do conceito como ferramenta teórica, a pesquisa movimenta-se no referencial pósestruturalista dos estudos culturais, de modo a mapear algumas linhas que traçaram os contornos que este construto teórico apresenta atualmente. Seguindo e articulando estas linhas, objetiva-se explorar as histórias do conceito, bem como evidenciar os processos que permitiram sua (re)invenção no contexto acadêmico do Programa de Pós-Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). Para explorar os cruzamentos aí identificados, lançase mão do conceito de invenção, no sentido atribuído por Durval Muniz de Albuquerque Junior, e adota-se o roteiro de investigação proposto por Edward Said. Para compreender as pedagogias culturais são referências os estudos de autores que consideram as histórias da pedagogia, como Viviane Camozzato, Franco Cambi e Carlos Noguera-Ramirez, e da cultura, como Raymond Williams e Zygmunt Bauman. A pesquisa desenvolveu-se em três movimentos distintos. Em um, analisam-se as contribuições de David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe e Elizabeth Ellsworth, pesquisadores associados às histórias sobre a emergência e sobre vários desdobramentos do conceito. Em outro movimento, para identificar e compreender as condições de importação do campo de ideias e de (re)invenção dos conceitos associados a ele, foram realizadas entrevistas com quatro professores que vivenciaram a implantação da Linha de Pesquisa Estudos Culturais em Educação no PPGEDU/UFRGS. Foram também rastreados os primeiros textos traduzidos que abordam o caráter pedagógico dos artefatos culturais e introduzem o conceito de pedagogias culturais. Em um terceiro movimento, examinam-se pesquisas de Mestrado e Doutorado, indicadas pelos professores entrevistados, para esmiuçar os usos e a produtividade desse construto teórico como ferramenta de análise. Os movimentos de investigação desenvolvidos e articulados mostraram os fios que permitem vislumbrar as tramas desse processo de (re)invenção, que teve como condições de emergência: a possibilidade de novas perspectivas de pesquisa em Educação que os Estudos Culturais trouxeram; a hibridização entre Estudos Culturais e Estudos Foucaultianos; a articulação entre Estudos Culturais e Educação. Tal cartografia evidencia como o conceito de pedagogias culturais vem ajudando tanto a problematizar, matizar e diversificar o entendimento sobre pedagogia, quanto a explorar as qualidades pedagógicas da vida social, constituindo-se em potente ferramenta teórica para os trabalhos produzidos na articulação entre Estudos Culturais e Educação. / This research paper presents, analyzes and discusses the conditions connected to the emergence, dissemination and uses of cultural pedagogies in the field of Cultural Studies in Education, particularly in Brazil. Aiming at building up a map that allows us to think about the conditions that enable the possibility of using this concept as a theoretical tools, this research is executed within the post-structuralism referential universe of cultural studies, in order to map out some of the lines that make up the contours that this theoretical construct presents currently. By following and articulating these lines, the purpose is to explore the backgrounds of this concept, as well as to make evident the processes that allowed for its (re)invention within the academic context of the Graduate Program in Education (PPGEDU) at the Federal University of Rio Grande do Sul (UFRGS). In order to explore the intersections identified, we make use of the concept of innovation, in the sense devised by Durval Muniz de Albuquerque Junior, and adopting an investigation step-by-step procedure as proposed by Edward Said, In order to understand cultural pedagogies, this paper uses as references the studies carried out by authors that address both the history of pedagogy, such as Viviane Camozzato, Franco Cambi and Carlos Noguera-Ramirez, and the history of culture, such as Raymond Williams and Zygmunt Bauman. This research was developed in three distinct stages. In the first one, there was the analysis of the contributions made by David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe and Elizabeth Ellsworth, researchers associated to historical accounts regarding the emergence and the various ramifications of the concept. In the second stage, in order to identify and understand the importing conditions linked to the field of ideas and the (re)invention of the concept related to it, interviews were executed with four teaching professionals who experienced the implementation of the Line of Research in Cultural Studies in Education at PPGEDU/UFRGS. We also tracked down the first texts translated on the topic that approach the pedagogical nature of cultural artifacts and introduce the concept of cultural pedagogies. In the third stage, we analyzed Master's degree and PhD studies indicated by the teaching professionals interviewed, in order to detail the use and productiveness of this theoretical construct as a tool of analysis. The investigation works that have been carried out and articulated show the threads that allow us to see the weft that make up this (re)invention process, that have as emergence conditions: the possibility of new perspectives for research in education that brought Cultural Studies; hybridisation between Cultural Studies and Foucault's theory; the relationship between Cultural Studies and Education. Such mapping activity makes evident how the concept of cultural pedagogies is assisting in the questioning, nuancing and diversification regarding the understanding of pedagogy, as well as in the exploration of the pedagogical qualities present in social life, thus becoming a powerful theoretical tool to be used in the works addressing the articulation between Cultural Studies and Education.

Este trabalho compara a atuação e a vida pública de dois intelectuais que tiveram um papel de destaque em meio às discussões que trataram da modernização do Brasil, bem como compara os projetos de país com os quais se envolveram durante as décadas de 20 e 30. A partir da análise das atividades do Departamento de Cultura da prefeitura paulistana entre 1934 e 38 chefiada pelo modernista Mário de Andrade e da vida e obra do escritor e editor Monteiro Lobato, pretende-se avaliar a postura que assumiram diante da modernização inexorável de uma sociedade agrária e exportadora como a brasileira, de reação e defensiva por arte do primeiro, e de adesão ativa ao modelo norte-americano de sociedade afluente a de mercado interno pelo segundo. Defende também que a coerência interna do modelo proposto por Lobato frutificou tanto na esfera pública, tendo o Estado assumido várias de suas bandeiras como a causa da siderurgia e do petróleo, quanto entre os indivíduos, na medida em que a \"pedagogia desenvolvimentista\" que elaborou, se não chegou a resultados materiais expressivos, a formação embutida nela engendrou a geração de militantes políticos das mais audaciosos que já houve no país, encorajando-os indiretamente à ação armada. / This thesis compares the action and public life os two intellectuals that played a significative roll among discussions about modernization of Brazil and projects for the country that involved them during 20\'s and 30\'s years. From the analysis of the activities of Departamento de Cultura of São Paulo city\'s prefecture between 1934 and 1938 headed by modernist author Mário de Andrade, and of life and works of writer and publisher Monteiro Lobato, is attempted to value their attitudes facing the inexorable modernization of an agrarian and exporter society like the brazilian one, reactive and defensive by the first of them, and of active adhesion to north-american affluent society model and to inner market by the other. It defends also that inner coherence of Lobato\'s proposed model fructified in public sphare, having State of Vargas assumed several of his causes like steel industry and oil, and among individuals, in so far as the \"developmentist pedagogy\" that elaborated, if it did\'n reach expressive material results, political education inlaid in it engendered a generation of the boldest and most combative militants in history of the country, by it indirectly encouraged to armed fight.

In this thesis I explain how Western art music gained a political, social and cultural role in Colombia during the decades that spanned from 1848 to 1910. This analysis engages the different attributes that Colombian political and cultural leaders of the time ascribed to art music in order to integrate it as part of their projects of Nation and confronts them with what is known about traditional music practices. In doing so, I explain discourses and social practices that developed around and because of the integration of art music to urban life in Colombia during the period of research. The purpose of this analysis is to elucidate the processes and contradictions that characterized the social practice of art music in Colombia as well as the limitations of the implementation of art music as an inclusive practice during the second half of the nineteenth century. This last notion underlies cultural policies implemented during present times and highlights the contradiction between art music as an exclusive social practice and the political discourse about art music as a space for learning democratic republican values.

Magister Educationis - MEd / The aim of this study is to investigate ·and outline the importance and significance of Arabic in the South African context. The study investigates inter alia the part played by the early Muslim settlers, political exiles and the pioneers who made possible the preservation of Islamic faith and culture. This study demonstrates that the period from 1652 to date had been a period of considerable development, expansion and _enlightenment of Arabic. The study revealed inter alia that only Indian schools under the Department of Indian Affairs (now Department of Education and Culture) offered Arabic which fully satisfied the Muslim Community's demands. 1975 marks the beginning of Arabic as a language in Indian secondary schools. The Muslim pupil is given the basic grounding in the understanding of both the Quran and the Hadith. Some suggestions regarding aspects of an effective didactic approach concludes this presentation.

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