Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-03-19Bitstream added on 2014-06-13T20:52:03Z : No. of bitstreams: 1 zanardi_lso_me_rcla.pdf: 2123790 bytes, checksum: 019431e906a2d72d709bbc82c96ab42c (MD5) / Esta pesquisa foi desenvolvida na cidade de Corumbataí (SP) que fica às margens de um rio, de mesmo nome, que na prática virou um canal a céu aberto, com todas as retificações possíveis. Ao perder o rio a cidade conta uma história que necessitamos ouvir para evitar que estas se repitam. Os objetivos são: 1) Registrar o cenário histórico do povoado de Corumbataí do início do século XX e a importância das águas do rio para a constituição deste povoado; 2) Relembrar as tramas e os modelos das práticas sociais, que historicamente foram surgindo, a partir da importância do rio na formação da cidade de Corumbataí. Para realizar esta investigação nos utilizamos dos depoimentos de antigos moradores da cidade elaborados conforme os procedimentos metodológicos de pesquisas em História Oral. Com base nestas narrativas foi construído um discurso comum polifônico criando uma nova maneira de contar a história da cidade de Corumbataí e de seu rio em que palavras e imagens engendram vidas identificadas por aqueles que as viveram compondo quadros de compreensão de problemáticas sociais e ambientais narradas nesta pesquisa. / This research was developed in city of Corumbataí (SP) that it is to the border of a river, of same name, that in the practical one turned a canal the opened sky, with all the possible rectifications. When losing the river, the city says a history that we need to hear to prevent that these if repeat. The goals are: 1) To register the historical scene of the town of Corumbataí of the beginning of century XX and the importance of waters of the river for the constitution of this town; 2) To remind the practical trams and models of the social ones, that historically had been appearing, from the importance of the river in the formation of the city of Corumbataí. To carry through this inquiry in we use them of the testimony of old inhabitants of the city elaborated as the methodological procedures of research in Oral History. With base in these narratives a polyphonic common speech was constructed creating a new way to say the history of the Corumbataí city and its river where words and images produce identified lives for that they had lived them composing told social and environmental problematic pictures of understanding of in this research.

Orientador: Antonio Vicente Marafioti Garnica / Banca: Maria Ângela Miorim / Banca: Romulo Campos Lins / Resumo: Essa pesquisa procura constituir um primeiro cenário do trabalho na interface história oral e Educação Matemática e, a partir deste, olhar para as questões que têm fundamentado este trabalho. Para tanto, optou-se pela realização de entrevistas com pesquisadores em Educação Matemática que se dedicam ao trabalho/estudo da história oral e por uma revisão das produções (publicações em revistas, periódicos, teses e dissertações) destes pesquisadores. As entrevistas parecem ter se constituído como uma forma interessante de re-significação de trabalhos escritos em épocas distintas e de "atualização" da compreensão de alguns conceitos. Emergem desse estudo discussões acerca dos fundamentos da história oral e de como esta vem sendo pensada na/para a Educação Matemática. As noções de documento, História, memória, análise, entre outras, colocam-se como fundamentais para a constituição/compreensão deste primeiro cenário e a história oral na Educação Matemática é apresentada como uma trajetória peculiar que se diferencia, por vezes, veementemente de como a história oral vem sendo pensada em outras áreas de pesquisa como a Sociologia, a Antropologia, os Estudos Culturais e a própria História. / Abstract: This work intends to sketch a general picture of the relation between Mathematics Education and Oral History, in order to understand the theoretical framework which supports that work. Mathematics Education researchers whose work involves Oral History were interviewed and their work (papers, dissertations, reports etc) analyzed. The interviews and data analysis were an interesting way to notice that these scientific works and the concepts they present gradually assume different meanings to the researchers themselves. Documents, History and memory, among other themes, are essential elements to understand the theoretical framework we are working within. Our analysis focusing investigations in Mathematics Education in which Oral History takes part as the main methodology shows that Oral History in Mathematics Education can be taken as a resource truly distinct from the Oral History developed by other areas of knowledge, as Sociology, Anthropology, Cultural Studies and History itself. / Mestre

O tema desta pesquisa é a escola rural e o problema da escolarização de crianças de Atibaia, estado de São Paulo. O período estudado tem como marco inicial o ano de 1964, quando ocorreu o Golpe Militar até 1985 ano que marcou o início da nova redemocratização brasileira. Foi realizado um estudo da escolarização de crianças em escolas rurais, enfatizando os papéis integrador e socializador da escola junto aos filhos dos trabalhadores nascidos na região, além de migrantes que se estabeleceram em dois bairros rurais de Atibaia, Portão e Água Espraiada. Abordam- se as diferenças existentes na população rural, tanto em relação às condições materiais de vida, quanto à produção dos bens simbólicos, papéis anteriormente contemplados pela escola. Para compreender esse processo, optou-se metodologicamente pelas técnicas da História Oral, entrelaçadas aos estudos da memória, enquanto fenômeno social. Através da realização de entrevistas semi estruturadas, foram coletadas informações que contribuíram para a compreensão da complexidade das questões que envolvem o campo brasileiro e a educação escolar de sua população. / The theme of this research is the rural school and the problem of access and education of childrens from Atibaia, State of Sao Paulo. The study period is from 1964, when there was the military coup, to 1985, marked by the beginning of Brazilian democracy. The study focused on rural schools and their integrating and socialing role in the education of workers and migrants families located in two rural districts of Atibaia, Portão and Água Espraiada neighborhoods. To understand this process, the oral history methodology was chosen, and memory studies as a social phenomenon. By carrying out semi-structured interviews, information was collected that contributed to the understanding of the complexity of the issues surrounding the Brazilian countryside and the education of its population.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este trabalho refere-se a experiÃncia da memÃria de homens e mulheres moradores da cidade de Jaguaruana â CE sobre as enchentes ocorridas nos anos de 1960, 1974 e 1985. Trabalhando com fonte orais, jornais e documentos oficiais, procura-se ver como as cheias do Rio Jaguaribe marcaram as lembranÃas do entrevistados e a forma como estas foram contadas. Percebendo tambÃm a materialidade do ato enunciativo atravÃs da performance, busca-se um entendimento das vÃrias nuances e dos vÃrios temas apontados pelas memÃrias. O trabalho està divido em trÃs capÃtulos. O primeiro capÃtulo trÃs narrativas sobre o momento da saÃda e retorno para casa durante a enchente. No segundo capÃtulo, discute-se outros temas que figuravam nas entrevistas como as histÃrias sobre o trabalho, as doenÃas e as polÃticas pÃblicas em tempos de enchente. O terceiro capÃtulo, centra-se na necessidade de ouvir as histÃrias sobre a construÃÃo da Vila do Padre. / This work refers the experience of the men and womenâs memory residents of the city of Jaguaruana - CE on the inundations happened in the years of 1960, 1974 and 1985. Working with oral source,newspapers and official documents,tries to see her as the full of Rio Jaguaribe they marked the interviewees' memories and the form as these they were counted. Also noticing the material form of the act enunciated the performance, an understanding of the several nuances is looked for and of the several pointed themes for the memoirs. The work is I divide in three chapters. The first chapter back narratives on the moment of the exit and return home during the inundation. In the second chapter, other themes that represented in the interviews as the histories on the work, the diseases and the public politics in times of inundation is discussed. The third chapter is centered in the need of hearing the histories about the construction of the Priest's Villa.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Nesta pesquisa, MemÃrias e HistÃrias de Quilombos no Cearà analisamos inicialmente as condiÃÃes de entrar nos espaÃos quilombolas de maneira Ãntima, isto foi possÃvel a partir da valorizaÃÃo da empiria, assim conseguimos entrar nos territÃrios podendo contar com o patrimÃnio cultural e as subjetividades. Utilizando os objetos-instrumentos da memÃria, oralidade e fotografia no campo especÃfico das comunidades remanescentes de quilombos do Minador, Bom Sucesso e Cumbe, fomos descobrindo especificidades e ousamos penetrar em fatores que sÃo silenciados ou negados na historiografia cearense, vimos o quanto isto tem custado aos atores histÃrico-sociais afrodescendentes no CearÃ. Estes merecem e devem a partir de seus prÃprios olhares contar suas histÃrias. à importante conhecer sobre o que eles prÃprios teorizam, sobre o que significam as remanescÃncias e reminiscÃncias quilombolas, e como estes atores histÃrico sociais se encontram nos diversos contextos que os inclui ou, poderÃamos dizer, exclui. Negro no Cearà nÃo à sinÃnimo de descendente de ex-escravizados. A essÃncia da idÃia da escravizaÃÃo perdura nas peles dos pretos e pardos cearenses trazendo sÃrios prejuÃzos na vida cotidiana destes. Hà necessidade de uma revisÃo de pontos e lacunas na historiografia cearense a fim de que a exclusÃo histÃrica dos negros no Cearà perca seu espaÃo nos registros historiogrÃficos. Os estudos realizados nestas trÃs comunidades remanescentes de quilombos evidenciam pontos e lacunas que negam, ou marginalizam os pretos e pardos em sua relevÃncia no processo histÃrico da construÃÃo deste estado. A necessidade de incluir estes atores de forma responsÃvel e com justiÃa histÃrica e social à visÃvel para quem nÃo fechar os olhos para o social, o econÃmico e o cultural cearenses. / In this research, Memories and stories of quilombos in CearÃ, we first analyze the means to enter the quilombo areas in an intimate manner, which was possible due to the value given to empiric data. Therefore, it was possible to enter the territories and to rely on the cultural heritage and the subjectivities. In order to achieve that goal, we specifically used memories, talks, and photographs as tools in the remaining quilombo communities in Minador, Bom Sucesso and Cumbe. We managed to unearth specificities and we were challenged to gain access to factors which are silenced or denied in Cearà historiography, and were thus able to witness the disturbing impact for the social-historical African descendants in CearÃ. These actors deserve to and must give a detailed account of their stories from their own perspective. It is important to acknowledge their own theories about what is the meaning of the quilombo remains and reminiscences and how these social historical actors gather in the various contexts where they are included or, if we may say, excluded. Although being a negro in Cearà is not synonymous with being a descendant of an ex-slave, the essence of the idea of slavery remains in the skin of the Blacks and Pardos from that state, which brings serious harm to their quotidian life. There is a necessity to revisit the points of view and the gaps in the historiography of Cearà in order for the historical exclusion of the Blacks to lose their space in the historiography records. The studies conducted in these three remaining quilombo communities highlight points of view and gaps which deny or marginalize the Blacks and Pardos in their relevance in constructing the historical process of this state. The need to include Blacks and Pardos in a responsible manner and with social and historical justice is visible for those who do not intend to close their eyes to the social, economic and cultural way of life in CearÃ.

A presente dissertação tem como objetivo geral propiciar uma reflexão sobre as mudanças na educação a partir do olhar de profissionais especializados da Rede Municipal de Ensino de São Paulo que atuaram na inclusão de alunos com surdocegueira. Os objetivos específicos eram: pontuar elementos das histórias de vida das colaboradoras que participaram da pesquisa e sobre a sua atuação profissional, principal-mente na EMEBS; problematizar as escolhas e ações durante o exercício de sua profissão, visando com-preender seu olhar sobre o objetivo da educação; analisar os relatos dessas profissionais sobre as mu-danças metodológicas, buscando reunir informações sobre esse processo. As questões que nortearam o estudo foram: Como se deu a chegada de alunos com surdocegueira nessas unidades? O que essa che-gada causa nos professores especialistas? Como compreender a educação especial em uma perspectiva inclusiva, frente a uma escola bilíngue para Surdos? Qual o papel dos profissionais envolvidos nesse processo e qual a relevância de um espaço especializado? Optou-se pela abordagem qualitativa e as fontes primárias para a realização da pesquisa foram as histórias de vida de quatro colaboradoras, todas mulheres, todas da mesma unidade educacional. A coleta foi feita por meio de entrevistas orais e os critérios utilizados para a escolha das participantes foram: profissionais que atuassem ou tivessem atu-ado nas EMEBS; que soubessem Libras; que tivessem atuado direta ou indiretamente na inclusão de alunos com surdocegueira nessas unidades; e que tivessem interesse em contribuir, voluntariamente, com o estudo. Após da realização das entrevistas, todo o material em áudio foi transcrito, mas apenas parte das informações foram utilizadas em uma discussão que teve como base teórica as obras de Arendt, Adorno e Horkheimer. Foi possível propor e aprofundar algumas reflexões sobre a educação a partir da inclusão de alunos com surdocegueira. Pudemos constatar que a chegada desses alunos provocou, em um primeiro momento, resistência por parte de alguns profissionais. Entretanto, ações coletivas garan-tiram a entrada e a permanência desses alunos, com qualidade, na rede municipal de ensino. As reflexões seguiram duas categorias de análise: a concepção de educação dessas profissionais especializadas e a questão de como a ideia de normalidade comparece na EMEBS. Foi possível propor palavras-síntese para representar o olhar dessas educadoras: direito, acolhimento, respeito e responsabilidade. A soma desses diferentes olhares propiciou a inclusão, libertando esta palavra de sua origem etimológica, que remete à ideia de clausura. A reestruturação das EMEBS, a opção pelo exercício da profissão na rede pública e as experiências passadas dessas educadoras, favoreceram o estabelecimento de um repertório que permitiu a formulação de respostas novas. Foi possível perceber que a EMEBS é um lugar que tem estabelecido teias de relações, não apenas com outros profissionais da rede municipal de ensino, como também com pessoas da Comunidade Surda e pessoas com surdocegueira adultas, constituindo-se como um espaço bicultural. Essa reflexão passou a apresentar-se como chave para a compreensão da perspec-tiva inclusiva. Este trabalho também buscou registrar uma versão que se afasta do discurso do fracasso da educação pública / The general objective of the present dissertation is to propitiate a reflection on the changes in education from the view of specialized professionals who took part in the process of the inclusion of students with deafblindness in the municipal education network of São Paulo. Its specific goals are to point out the cooperators life history and their professional performance, especially in the EMEBS (Municipal School of Bilingual Education for the Deaf); question their choices and actions as professionals, in order to comprehend how they understand education; analyze their stories on the methodological changes, trying to gather information about this process. The guiding questions of this study were: How do the students with deafblindness get to these educational units? What do their arrival cause in the specialized profes-sionals? How can we understand the special education in an inclusive perspective, facing a bilingual school for the Deaf? What is the involved professionals role and whats the importance of a specialized space? Weve chosen the qualitative approach and the primary sources for the execution of the research were the life histories of four cooperators, all women, all from the same educational unit. The collection was done through oral interviews and the criteria for the selection of the participants were: professionals who work or had worked in the EMEBS; who knew Libras; who had worked directly or indirectly in the inclusion of students with deafblindness in these units; and who had the interest to contribute, vol-untarily, with this study. After recording the interviews, all the audio material was transcribed, but only part of the information was used in a discussion that had as a theoretical basis the studies of Arendt, Adorno and Horkheimer. It was possible to propose and to deepen some of the ideas related to the education from the inclusion of students with deafblindness. We could ascertain that the arrival of these students caused, in a first moment, resistance of some of the professionals. However, collective actions guaranteed the entrance and the permanence of these students, with quality, in the municipal education network. The reflections followed two categories of analyses: the notion of education of the specialized professionals and the question of how the idea of normality is present in the EMEBS. It was possible to propose some synthesis-words to represent the point of view of these educators: right, welcoming, respect and responsibility. The sum of these different views fostered the inclusion, making this word get free from its etymological origin, that refers to the idea of enclosure. In the very structure of the EMEBS, the option to work as a professional in the public schools, and the past experiences of these educators, promoted the establishment of a repertoire that enabled the shaping of new answers. With the reflections, it was possible to comprehend that the EMEBS are places where a web of relations are being settled, not only with other professionals of the municipal education network, but also with adult people from the Deaf Community and adult persons with deafblindness, arising as a bicultural space. These thoughts became a key for the comprehension of the inclusive perspective. This research aimed to register a version that gets apart from the failure discourse of public education

Magister Educationis - MEd / This study endeavoured to gauge the impact of globalization on the intergenerational diffusion of oral literature and its pedagogic role in Namibia. The study also sought to highlight the contribution of oral literature and its pedagogic value in addressing the aims and objectives of the Namibian education system in regard to the training of learners to acquire the skills, knowledge, attitudes and values needed for them to become effective and valuable members of society. The theoretical framework that underpins the study, the functionalist approach, foregrounds the functional values of social systems and structures. Oral heritage is seen as having various societal functions, pre-eminently that of moulding, educating and shaping young people to be functional members of the society (Finnegan, 1970). The aims of this study were pursued through a case study of two educational contexts in the Zambezi (formerly Caprivi) region of north-east Namibia. The inquiry in the formal educational setting was done in four schools, while that into the non-formal educational setting took place in four rural villages. The latter were crucial in the study in that they were home to research subjects who possessed valuable insights into the pedagogic role of oral literature as a form of community based education. The four schools were purposefully selected for offering Silozi, a lingua franca in Zambezi region, as a first language subject

Magister Artium - MA / This thesis is a critical study of a conservation project on restoration of a Stone Wall at Bluestone Quarry on Robben Island, a world heritage site. The Stone Wall was built by the ex-political prisoners, in the early 1960s, as part of their hard labour. The thesis mainly focuses on the contestations that arose during the twelve year period of the project (2002 to 2014) among the stakeholders that included the ex-political prisoners, the environmentalists, the heritage managers and South African Heritage Resource Agency. Central to this study was the question, when a restoration project of a significant heritage site is informed by oral history and memories how are the concerns of diverse range of interest groups addressed and resolved? The thesis is grounded in the theoretical frameworks of sites of memory, heritage and conservation. The study involved both archival research and oral history as its research methodologies. The thesis shows that during the restoration project of the Stone Wall, the proposed designs had impacts on authenticity and biodiversity of the site. The various stakeholders that were involved debated and sought ways to influence decisions in resolving these impacts. Where necessary compromises were made. The thesis argues that during the project, oral history and memory work, and by extension the ex-political prisoners, had a significant role in influencing some of the important decisions. Among other things, the thesis seeks to provide a critical understanding of issues of heritage and conservation management on sites that are of cultural/historical significance.

This thesis focuses on phenomenon "ostalgie" in current society in Czech Republic. I will analyze the attitude of contemporary witnesses to the period of sixties in 20th century in Czechoslovakia and try to clarify whether their potential nostalgic feelings are based on rational facts (better standard of living, working conditions, social security etc.) or whether they are caused by subjective perception of the past in connection with aging. In the first part of my thesis I will explain the ways how this "ostalgie" occurs in life of former GDR citizens. Then I will transfer those individual aspects to the environment of Czech society and analyze them in more detailed way. The thesis will be based on unpublished sources, followed by monographs and special studies of Czech, German and English origin, by use of the methods of oral history, social history and the history of everyday life.

This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study. Undertaken in North Central Texas, the study followed the experiences of six teenagers engaged as historians who were given one year to research and write a historical monograph. The monograph concerned the last horse cavalry regiment deployed overseas as a mounted combat unit by the U.S. Army during World War II. The study yielded qualitative data in the form of researcher observations, participant interviews, artifacts of participant writing, and participant speeches. In addition, the study includes evaluations of the historical monograph by subject matter experts. The data indicate that participants and audience describe the history expedition as a highly motivational experience which empowered participants to think critically, write historically, and create an original product valuable to the regiment's veterans, the veterans' families, the State of Texas, and military historians. The study supports the contention of the National Education Association that the intensive study of history can be beneficial both to expedition participants and to their community. The assertion that engaging teenagers as researchers within a discipline serves as a curriculum of identity was supported in the study as well. The study underscored the importance of oral history as a gateway for learning about modern history.