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A vibrant place is abundant in energy and life. This vibrant energy comes from the presence of a great diversity of people performing a great diversity of activities. Vibrancy is an atmosphere we can intuitively feel in certain public spaces, and likewise we intuitively feel when a place is dead. This thesis investigates why some places are alive while others are dead, and dives into the relationship between planning ideology, the built environment, and the social environment. This is situated within the context of Umeå, the largest city in Northern Sweden. I study how planning ideology and practice has shaped Umeå by interviewing two key actors in Umeå’s post war development. I also conduct case studies of public life in four of Umeå’s neighbourhoods to explore how different urban forms facilitate or impede vibrant public life. I conclude by exploring how these neighbourhoods might be made into more vibrant communities. My findings indicate that Umeå’s post-war development aligns closely with the global Modernist trend of that era. This paradigm created monofunctional suburban neighbourhoods with detrimental impacts on vibrancy. These neighbourhoods are composed of public spaces which, in ideal weather, facilitate a great deal of leisure activity, but not much else. Furthermore, I find that vibrancy can be encouraged through diversity (as opposed to homogeneity) and integration (as opposed to segregation), and that by allowing for more diverse land uses and institutions which stay open at a wider variety of times (especially later into thenight), public life in Umeå’s suburban neighbourhoods can become more lively.

In Loretta Lees's study of a new public library in Vancouver in the late 1990's, she began to explore the ideals of non-representational theories, or those everyday practices that provide evidence not just of what symbolic meaning one may assign to a space, but rather what that space does—how it is enacted through everyday practice. This exploration provided Lees with another way to think about the built environment, one that she believed could open up a new direction for architectural geographers. Lees, building on the work of Jon Goss and other contemporary scholars in the field, described this new direction as a move towards a critical geography of architecture. This dissertation explores the use of a non-representational framework to study everyday practices through a single case study in the Avenue of Fashion in Detroit, Michigan. This research considers the historical evolution of Detroit through bankruptcy to present day using two common narratives of the city, one of rise/rebirth and one of Two Detroits, to offer a critical lens through which to consider performances of everyday life in this recently redeveloped area of the city. Within a non-representational framework, this study pulls in direct observational methods such as counting, mapping/tracing, photo documentation, trace observation, and field notes derived primarily from public life studies to observe and consider how the built environment is shaped through these embodied practices. This study contributes both an example of alternative methods that may be used in non-representational research, as well as new way to think about spaces that complements findings from more representational research. The findings from this study inspire a curiosity about the unfolding of everyday life and contribute to the work of Lees and others in advancing a critical geography of architecture. / Doctor of Philosophy / Using methods from the field of public life studies, such as counting, mapping/tracing, photo documentation, trace observation, and field notes, this dissertation study everyday practices, the bodily performances of everyday life, through a single case study in the Avenue of Fashion in Detroit, Michigan. This research considers the historical evolution of Detroit through bankruptcy to present day using two common narratives of the city, one of rise/rebirth and one of Two Detroits, to offer a critical lens through which to consider performances of everyday life in this recently redeveloped area of the city.

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O que fazem profissionais de educação numa produção televisiva? Nesta pesquisa, por meio de 'conversas' com praticantespensantes que atuam em produção de TV, e no uso de outros documentos (programas editados, argumentos, textos e roteiros), busco responder a essa pergunta e compreender as redes de conhecimentos e significações relativas aos espaçostempos de ação desses profissionais, entendidos como entre-lugares de educação e comunicação. A pesquisa, na perspectiva dos estudos com os cotidianos, se articula ao GRPESQ Currículo, redes educativas e imagens, do Laboratório Educação e Imagem/ProPEd/UERJ, e busca apoio em conversas/narrativas com/de professores que trabalharam/trabalham em televisão em especial, no programa Salto para o Futuro integrando a equipe de educação da TV Escola (MEC), ou atuando como consultores de séries temáticas. Sobre o assunto, também foram ouvidos responsáveis pela assessoria pedagógica dos canais Encuentro e Pakapaka, na Argentina, em doutorado-sanduíche, com o apoio da Capes. Como fundamentação teórica, além de pesquisas com os cotidianos, a partir de textos de Michel de Certeau, de Nilda Alves e de Inês Barbosa de Oliveira, dos quais emergem algumas das noções que permeiam essa investigação, ressalto a contribuição de autores da sociologia, como Pierre Bourdieu e Boaventura de Sousa Santos e, ainda, de represe ntantes dos chamados estudos culturais, entre eles Jesús Martín-Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha entre outros. A questão do outro, da alteridade, que permeia a tese, em sua tessitura com narrativas e imagens, busca inspiração também nos escritos e em conversas com Carlos Skliar e nos textos de Jorge Larrosa. As conclusões possíveis destacam a importância das ações desses profissionais (professores) nesses espaçostempos televisivos. / What do professionals in education do in a television production? This research is an attempt to answer this question not only through conversations with the practitioners engaged in television production but also through sources such as edited programmes, arguments , texts and scripts. In doing so, I intend to understand the net of knowledge and meanings related to the so called space-times of action (here understood as an in-between place belonging to both education and communication fields) of these professionals. This work, under the perspective of everyday life studies, is aligned with the research group entitled Curriculum, educational networks and images, from the Education and Image Laboratory of the post graduation program in Education (ProPEd) of the University of Rio de Janeiro State (UERJ). It concentrates in talks with and narratives of educators who worked and have been working either as members of TV Escola which belongs to the Ministry of Education (MEC) or consultants of a particular educational television program entitled Salto para o Futuro. The ones responsible for the pedagogical consultancy of the channels Encuentro and Pakapaka from Argentina have also been interviewed thanks to a doctorate program supported by Capes. The theoretical framework is based on the writings of Michel de Certeau, Nilda Alves and Ines Barbosa de Oliveira; besides them, the contributions of the sociological thinkers Pierre Bourdieu and Boaventura de Souza Santos as well as some representatives of cultural studies such as Jesús Martín Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha, among others, have also been used. Issues about the other and alterity have found inspiration in Carlos Skliar and Jorge Larrosas texts. The possible conclusions made highlight the relevance of the actions of these professionals (teachers) in this space-time television environment

O que fazem profissionais de educação numa produção televisiva? Nesta pesquisa, por meio de 'conversas' com praticantespensantes que atuam em produção de TV, e no uso de outros documentos (programas editados, argumentos, textos e roteiros), busco responder a essa pergunta e compreender as redes de conhecimentos e significações relativas aos espaçostempos de ação desses profissionais, entendidos como entre-lugares de educação e comunicação. A pesquisa, na perspectiva dos estudos com os cotidianos, se articula ao GRPESQ Currículo, redes educativas e imagens, do Laboratório Educação e Imagem/ProPEd/UERJ, e busca apoio em conversas/narrativas com/de professores que trabalharam/trabalham em televisão em especial, no programa Salto para o Futuro integrando a equipe de educação da TV Escola (MEC), ou atuando como consultores de séries temáticas. Sobre o assunto, também foram ouvidos responsáveis pela assessoria pedagógica dos canais Encuentro e Pakapaka, na Argentina, em doutorado-sanduíche, com o apoio da Capes. Como fundamentação teórica, além de pesquisas com os cotidianos, a partir de textos de Michel de Certeau, de Nilda Alves e de Inês Barbosa de Oliveira, dos quais emergem algumas das noções que permeiam essa investigação, ressalto a contribuição de autores da sociologia, como Pierre Bourdieu e Boaventura de Sousa Santos e, ainda, de represe ntantes dos chamados estudos culturais, entre eles Jesús Martín-Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha entre outros. A questão do outro, da alteridade, que permeia a tese, em sua tessitura com narrativas e imagens, busca inspiração também nos escritos e em conversas com Carlos Skliar e nos textos de Jorge Larrosa. As conclusões possíveis destacam a importância das ações desses profissionais (professores) nesses espaçostempos televisivos. / What do professionals in education do in a television production? This research is an attempt to answer this question not only through conversations with the practitioners engaged in television production but also through sources such as edited programmes, arguments , texts and scripts. In doing so, I intend to understand the net of knowledge and meanings related to the so called space-times of action (here understood as an in-between place belonging to both education and communication fields) of these professionals. This work, under the perspective of everyday life studies, is aligned with the research group entitled Curriculum, educational networks and images, from the Education and Image Laboratory of the post graduation program in Education (ProPEd) of the University of Rio de Janeiro State (UERJ). It concentrates in talks with and narratives of educators who worked and have been working either as members of TV Escola which belongs to the Ministry of Education (MEC) or consultants of a particular educational television program entitled Salto para o Futuro. The ones responsible for the pedagogical consultancy of the channels Encuentro and Pakapaka from Argentina have also been interviewed thanks to a doctorate program supported by Capes. The theoretical framework is based on the writings of Michel de Certeau, Nilda Alves and Ines Barbosa de Oliveira; besides them, the contributions of the sociological thinkers Pierre Bourdieu and Boaventura de Souza Santos as well as some representatives of cultural studies such as Jesús Martín Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha, among others, have also been used. Issues about the other and alterity have found inspiration in Carlos Skliar and Jorge Larrosas texts. The possible conclusions made highlight the relevance of the actions of these professionals (teachers) in this space-time television environment

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-19T18:05:28Z No. of bitstreams: 2 Tese - Juzelia de Moraes Silveira - 2014.pdf: 6517524 bytes, checksum: fee05ac92997f6334cecb162dbfb44df (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-20T10:55:22Z (GMT) No. of bitstreams: 2 Tese - Juzelia de Moraes Silveira - 2014.pdf: 6517524 bytes, checksum: fee05ac92997f6334cecb162dbfb44df (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-20T10:55:22Z (GMT). No. of bitstreams: 2 Tese - Juzelia de Moraes Silveira - 2014.pdf: 6517524 bytes, checksum: fee05ac92997f6334cecb162dbfb44df (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present thesis consists in reports of four participants as well as my own personal reports in order to think how these subjects produce themselves and are produced through their cooking practices. This way, it departs from the perspective of narrative inquiry as methodological approach. As main authors to subsidize the methodological web, I highlight Brockemeier and Harré (2003), Bruner (1990; 1995), Connelly and Clandinin (1990; 1995) and Ellingson and Ellis (2008). I adopt the purposes of Quotidian and Visual Culture Studies to think how the participants’ narratives bring argumentations and notes about how their quotidian is marked by micro-resistances that individuals developed by means of their ways of doing. Thus, I understand that subjects are constituted by references and discourses, which structure their sociocultural contexts, creating with their distinct ways of relating to a practice ways of playing with normative and homogenizing principles. I consider micro-resistances above all through considerations of Michel de Certeau and Luce Giard (2000; 2003) drawn from “A invenção do Cotidiano”, which comprehend the plurality of ways of doing as potencies for subverting the sociocultural impositions. As research references on Everyday life Studies I dialogue mainly with Alves (1998; 2001; 2009; 2012), Victorio Filho (2005; 2007; 2013) and Pais (2003; 2007). Through the reports produced by participants and myself the “visual events” (ILLERIS; ARVEDSEN, 2011) that constituted the experiences that derived from the cooking practices are recovered and observed, thinking how the relation between seeing and being seen is mediated by the whole visual system that composes each lived context. Before this conception, I find the theoretical framework in the writings of Mitchell (2002; 2005), Mirzoeff (2003) and Hernández (2007; 2013). In the chapters developed along this dissertation, I approach issues which, due to being more recurrent in the notes taken by the participants, figure as theme of analysis. These are: “Swiss Lemonade or Micro-resistances through micro-existences”, in which I discuss how small narratives that inhabit the quotidian are constituted as modes of resistance through the way the subjects construct themselves in dialogue with the environment; “Baião de dois – or Kitchen and gender production”, in which I argue on how discursive constructions on gender surround and reinforce the norms that base as well as question them; “Filhoses – or Kitchens as space of affection and socialization”, which traces a reflection on the constant relation between the referred practice and the interaction processes between family and friends through cooking and feeding along with other subjects. / A presente tese desenha-se a partir dos relatos de quatro participantes, bem como de meus relatos pessoais, para pensar como os sujeitos produzem-se e são produzidos a partir de suas práticas de cozinha. Para tanto, parto da perspectiva da Investigação Narrativa como viés metodológico. Como principais autores que subsidiaram a rede metodológica destaco Brockemeier e Harré (2003), Bruner (1990, 1995), Connelly e Clandinin (1990, 1995) e Ellingson e Ellis (2008). Valho-me dos propósitos dos Estudos do Cotidiano e da Cultura Visual para pensar como as narrativas dos sujeitos da pesquisa trazem argumentações e apontamentos sobre como os cotidianos são marcados por microrresistências que os indivíduos desenvolvem a partir de suas formas de fazer. Para tanto, compreendo que os sujeitos são constituídos mediante referências e discursos que estruturam seus contextos socioculturais, criando com seus modos distintos de relacionar-se com uma prática, maneiras de jogar com normativas e preceitos homogeneizadores. Penso as microrresistências partindo, sobretudo, das considerações de Michel de Certeau e Luce Giard (2000, 2003) traçadas em “A invenção do Cotidiano”, que compreendem a pluralidade de maneiras de fazer como potências de subversão das imposições socioculturais. Como referências da pesquisa sobre os Estudos do Cotidiano dialogo principalmente com Alves (1998, 2001, 2009, 2012), Victorio Filho (2005, 2007, 2013) e Pais (2003, 2007). A partir dos relatos produzidos pelos colaboradores e por mim são retomados e observados os “eventos visuais” (ILLERIS E ARVEDSEN, 2011) que constituíram as experiências derivadas das práticas de cozinhas, pensando como a relação do ver e ser visto é mediada e oriunda de todo o sistema visual que compõe cada contexto vivido. Diante dessa concepção, busco aporte teórico nos escritos de Mitchell (2002, 2005), Mirzoeff (2003) e Hernández (2007, 2013). Nos capítulos desenvolvidos ao longo da tese abordo as questões que, por serem mais recorrentes nos apontamentos realizados pelos participantes, configuram-se como mote de análise. São eles: “Limonada Suíça ou Microrresistências a partir de microexistências”, em que discuto como as pequenas narrativas que habitam o cotidiano constituem-se como formas de resistência, a partir da forma com que o sujeito constrói a si mesmo em diálogo com seu meio; “Baião de dois – ou A cozinha e produção de gêneros”, no qual argumento sobre como as construções discursivas sobre gênero circundam e reiteram as normativas que os fundamentam, tanto quanto as indagam; “Filhoses – ou As cozinhas como espaço de afeto e socialização”, que traça uma reflexão sobre a relação constante entre a referida prática e os processos de interação entre família e amigos, a partir do cozinhar e alimentar-se com outros sujeitos.