Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

CIDRACK, Marlene Lopes. Escola Agnes June Leith: formação e práticas curriculares de visitadoras de alimentação (1944–1966). 2010. 186 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-08-06T15:37:53Z No. of bitstreams: 1 2010_TESE_MLCIDRACK.pdf: 6267502 bytes, checksum: 8f6b2f0089701487b29b99b21cb9855c (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-09T11:23:27Z (GMT) No. of bitstreams: 1 2010_TESE_MLCIDRACK.pdf: 6267502 bytes, checksum: 8f6b2f0089701487b29b99b21cb9855c (MD5) / Made available in DSpace on 2012-08-09T11:23:27Z (GMT). No. of bitstreams: 1 2010_TESE_MLCIDRACK.pdf: 6267502 bytes, checksum: 8f6b2f0089701487b29b99b21cb9855c (MD5) Previous issue date: 2010 / A research on the constituent elements of food and nutrition expertise with its focus on both the formative space and the intervening curricular practices of the “Visitadoras de Alimentação” (Dietary Education Visitors) in the political and institutional scenario of “SAPS” (Social Security Food Service) which operated in the State of Ceará from 1944 to 1966. For the analysis of the training of those professionals. “Agnes June Leith” Dietary Education Visitors School – so–called “EVA” – was selected; it operated in the State of Ceará from 1944 to 1966 focusing on daily experiences and curricular practices of the course, concentrating its investigation on the actions of dietary education amongst working–class members, students and the population as a whole. The study was aimed at rebuilding the educational space and investigate the curriculum practices of interventional feeding visits in the political and institutional SAPS–EC in this period. The methodological approach adopted was based on Pierre Bourdieu´s Social Action Theory with its emphasis both on the notions of field and habitus, as well as on the bases of Oral History and the Theory of Curricular Criticism, a landmark which was completed by the concepts of food, meal and eating practices originated from Anthropology. The sources used were the following oral reports obtained by way of interviews with people who had been part of the referred to school, such as principals, teachers, students and employees as well as “SAPS” employees – the institution to which “EVA” BELONGED; most popular newspapers at that time, exercise books of the course on Dietary Education Visitors, annals of Conferences on Dietary Education, books, magazines, officials documents and photographs. One can arrive at the conclusion that that School played a political–cultural role in the field of Food and Nutrition Education in the State of Ceará and in Brazil, contributing to the enhancement of human resources engaged in the struggle against hunger, malnutrition and poverty, and that the Dietary Education Visitors played a part as food educators and messengers of the principles of rational eating habits, contributing to the searching process for the social representation of such expertise. / Pesquisa sobre a constituição do campo de saber em alimentação e nutrição, com enfoque no espaço formativo e nas práticas curriculares intervencionistas das Visitadoras de Alimentação no cenário político e institucional do SAPS–CE no período de 1944 a 1966. Para análise da formação dessas profissionais, tomou–se a experiência da Escola de Visitadoras de Alimentação Agnes June Leith – EVA, que funcionou no estado do Ceará neste período, com foco nas vivências cotidianas e práticas curriculares do curso, centrando a investigação nas ações de educação alimentar junto à classe trabalhadora, escolares e população em geral. O estudo teve por objetivo principal reconstruir e investigar o espaço formativo e as práticas curriculares intervencionistas das Visitadoras de Alimentação no cenário político e institucional do SAPS–CE, no período de 1944 a 1966. A abordagem metodológica foi baseada na Teoria da ação social, de Pierre Bourdieu, com destaque para as noções de campo e habitus, nos fundamentos da História Oral e da Teoria crítica de currículo, referencial que se completou com os conceitos de alimento, comida e práticas alimentares provenientes da Antropologia. As fontes utilizadas foram: relatos orais obtidos por meio de entrevistas com pessoas que fizeram parte da referida escola, como diretoras, professoras, alunas e funcionárias, e funcionários do SAPS, instituição à qual a EVA pertencia; jornais de grande circulação da época, cadernos de aula do curso de Visitação Alimentar, anais do Congresso de Visitadoras de Alimentação, livros, revistas, documentos oficiais e fotografias. Conclui–se que a Escola exerceu uma ação político–cultural no campo do saber em Alimentação e Nutrição no Ceará e no Brasil, contribuindo para a formação de recursos humanos engajados na luta contra a fome, a desnutrição e a pobreza, e que as Visitadoras de Alimentação executaram a função de educadoras em alimentação e difusoras dos princípios da alimentação racional, contribuindo no processo de busca de representação social desse saber.

<p>Our world is becoming increasingly complex, and is rapidly changingwith distances being reduced. Societies today are also in atransition from traditional production industries to increasingreliance on communication, consumption, services and experience. Asone of these emerging ‘new industries’, tourism is part of thismovement. Globalisation also makes further development of tourismpossible through, amongst other things, the spreading of languages;the development of low-cost carriers; international monetary systems;telecommunications and other technological innovations. Tourismcontributes to the globalisation of society and at the same time is aproduct of it. This is confirmed by complexity theories that stressthe systematic and dynamic nature of globalisation and theinterdependence of the global and the local. Hence, in this thesis,it is argued that acknowledging the complexity of tourism isnecessary for understanding tourism development, and more knowledgeabout tourism also leads to greater knowledge of our society.</p><p>The main aim of this thesis is to understand the complexity of localand regional tourist destination development, by exploring social andcultural factors that influence this development. In order to fulfilthis aim, analysis has been conducted at three different levels:places, projects and people. More specifically, by examining placesand how they develop as destinations; investigating the structure of,and processes within, groups and networks important for destinationdevelopment and by exploring the roles, resources and attitudes ofenterprising people who are seen as key for development. The thesisis based on a research project including three studies of tourismdestinations and projects in Northern Sweden and Scotland.</p><p>The social and cultural factors connected to tourism development arein turn part of learning processes, which in this thesis are seen asfundamental mechanisms for processes of development. A frameworkcalled ‘Learning Destinations’ is introduced that demonstrates howimportant social and cultural factors manifest themselves at each ofthe three levels: places, projects and people. History and heritageand rationales are the main cultural factors discussed, whilstinteraction and boundaries are prominent social factors found toinfluence tourism development. It is suggested that the framework of‘Learning Destinations’ may serve as a tool for understanding thecomplexity of local and regional tourism development.</p>

Our world is becoming increasingly complex, and is rapidly changingwith distances being reduced. Societies today are also in atransition from traditional production industries to increasingreliance on communication, consumption, services and experience. Asone of these emerging ‘new industries’, tourism is part of thismovement. Globalisation also makes further development of tourismpossible through, amongst other things, the spreading of languages;the development of low-cost carriers; international monetary systems;telecommunications and other technological innovations. Tourismcontributes to the globalisation of society and at the same time is aproduct of it. This is confirmed by complexity theories that stressthe systematic and dynamic nature of globalisation and theinterdependence of the global and the local. Hence, in this thesis,it is argued that acknowledging the complexity of tourism isnecessary for understanding tourism development, and more knowledgeabout tourism also leads to greater knowledge of our society. The main aim of this thesis is to understand the complexity of localand regional tourist destination development, by exploring social andcultural factors that influence this development. In order to fulfilthis aim, analysis has been conducted at three different levels:places, projects and people. More specifically, by examining placesand how they develop as destinations; investigating the structure of,and processes within, groups and networks important for destinationdevelopment and by exploring the roles, resources and attitudes ofenterprising people who are seen as key for development. The thesisis based on a research project including three studies of tourismdestinations and projects in Northern Sweden and Scotland. The social and cultural factors connected to tourism development arein turn part of learning processes, which in this thesis are seen asfundamental mechanisms for processes of development. A frameworkcalled ‘Learning Destinations’ is introduced that demonstrates howimportant social and cultural factors manifest themselves at each ofthe three levels: places, projects and people. History and heritageand rationales are the main cultural factors discussed, whilstinteraction and boundaries are prominent social factors found toinfluence tourism development. It is suggested that the framework of‘Learning Destinations’ may serve as a tool for understanding thecomplexity of local and regional tourism development.