<p>Abstract</p><p>In the beginning of 2007 the Swedish municipality Örebro decided to have a democratic</p><p>experiment, which ought to go under the name, “Dialouge for the citizens”. The</p><p>representative elected politicians in Örebro tried to find ways to involve the people in the</p><p>process of ruling. Why they choose to try this experiment on this very delicate matter, the</p><p>closure of several schools in the municipal, is one of the questions this essay is trying to</p><p>answer.</p><p>The purpose of this essay is to find out whether the process was an attempt for the politicians</p><p>of the representative democracy to implement deliberative democracy in the structure of the</p><p>local governance.</p><p>The result of this study is that the politicians didn’t manage to reach to the citizens the way</p><p>they formerly had planned.</p>

In the mid-20th century the assignment of nurturing democratic citizens in Swedish schools, was first proposed and implemented. Since then, the democratic assignment has been put aside by the schools´ second assignment: communicating knowledge. The aim of this essay is to once again bring light on this forgotten assignment. I have gathered the material for this essay by interviewing five teachers of upper secondary school. By the use of three ideal types of democratic theory I then analyze the material to determine the teachers´ views on school democracy and their ways of using it in their teaching. The ideal types are participatory democracy, discursive democracy and representative democracy. The results show that the interviewed teachers share very similar views on school democracy, close to the ideal type participatory democracy. In their use of school democracy in teaching traces of both participatory and discursive democracy, can be found.

Made available in DSpace on 2016-03-15T19:34:44Z (GMT). No. of bitstreams: 1 Juliana Caramigo Gennarini.pdf: 1267598 bytes, checksum: 2384f966684e93980c5501ff67fcd33a (MD5) Previous issue date: 2009-03-30 / The democracy concept retraces to the existence of a State in the form desired and assented for the people: government where the people exerts their sovereignty. The discussion concerning democracy goes beyond its conceptualization, having stronger and increasing way of incidence into its values and in the modifications of the democratic model, in compliance with the transformations of the Society and, consequently, of the State itself. The politics institutions are shaken by the complete change of its essential functions and by the discredit of the citizen-voter in the representation of its interests. / O conceito de democracia remonta à existência de um Estado da forma desejada e consentida pelo povo: governo em que o povo exerce a soberania. A discussão acerca da democracia vai além de sua conceituação, tem incidência de maneira mais forte e crescente nos valores e nas modificações do modelo democrático, em conformidade com as transformações da sociedade e, conseqüentemente, do Estado. As instituições políticas encontram-se abaladas pela descaracterização de suas funções essenciais e pelo descrédito do cidadão-eleitor na representação de seus interesses.

Democratic representation is crucial in a representative democracy. To elect representatives there are several different electoral systems. In the United Kingdom a majority system, the First past the post system, is used. This study aims to investigate how the First past the post system affects the democratic representation in the British parliament. Specifically, its focus is on how the democratic representation of the British political parties is affected.  This research is carried out by conducting a case study with the British parliament and the First past the post system as the studied case. The study is done by using textual analysis as the chosen method, where various texts are used as material to be able to reach a result.  The results showed several aspects of the First past the post system that affected the democratic representation regarding political parties. It suggested that theories such as Duverger’s law are applicable to the party representation in the British parliament, indicating that the First past the post system favours a two-party system where the representation of the other parties is flawed resulting in negatively skewed democratic representation.

No description available.

O presente estudo propõe-se a investigar o potencial de o projeto de democracia cosmopolita, tal como formulado por David Held, Anthony McGrew e Daniele Archibugi, suprir o déficit democrático das instituições representativas brasileiras decorrente dos fenômenos da globalização e do policentrismo do poder, no contexto da atual crise econômica mundial. Trata-se, pois, de se contrapor o modelo cosmopolita, de caráter transterritorial, ao modelo representativo, de base territorial. A pesquisa segue um plano analítico político-jurídico, ou seja, sua sede epistemológica é a Teoria Geral do Estado. / This study wants to investigate the potential of the project of cosmopolitan democracy, how it was formulated by David Held, Anthony McGrew and Daniele Archibugi, to supply de democratic deficit of the Brazilians institutional organizations, occurred because the phenomenon of globalization and polycentrism of power, in the context of now global economic crisis. Therefore, we will compare the cosmopolitan model, of transterritorial character, and the representative model, based on the territory. This research follows a politic-juridical plan, so, its epistemological place is the General Theory of State.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-04-09T14:45:09Z No. of bitstreams: 1 inefetividade_controle.pdf: 8134530 bytes, checksum: be5e30487a14247cd67cf32d19834460 (MD5) / Made available in DSpace on 2015-04-09T14:45:09Z (GMT). No. of bitstreams: 1 inefetividade_controle.pdf: 8134530 bytes, checksum: be5e30487a14247cd67cf32d19834460 (MD5) Previous issue date: 2010-09-21 / Nenhuma / Diante de uma conjuntura na qual os controles clássicos da Administração Pública apresentam-se insuficientes para o enfrentamento dos cotidianos episódios de má gestão e corrupção envolvendo a máquina estatal, aliada à crise da democracia representativa, há premência de maior capacidade de gestão, de controle e de decisão política na base da sociedade. Neste sentido por meio do estudo realizado desvela-se o entendimento de que para a consolidação do projeto democrático no Brasil, constitui-se condição de possibilidade a admissão da Democracia Participativa em uma relação de complementaridade com os instrumentos da representação. O presente trabalho analisa a importância da participação popular na gestão e no controle dos recursos públicos, enfatizando-se suas virtudes, bem como os limites existentes. São pesquisados os aspectos históricos decorrentes da colonização ibérica, cujas principais consequências políticas dizem respeito à incorporação dos vícios do patrimonialismo, clientelismo e autoritarismo no cenário brasileiro, bem como o atual anacronismo dos instrumentos da democracia representativa, permeado pela interferência do poder econômico, o poder da mídia sobre os eleitores, a fragilidade dos partidos políticos, e a falta de sincronia entre a expectativa dos representados e a atuação dos representantes. Por isso, constata-se que o controle social ainda é frágil. Assim, buscando uma articulação entre a teoria e a prática, o presente trabalho de dissertação ponderou sobre a (in)efetividade do controle democrático numa experiência contemporânea de democracia participativa. A partir de uma abordagem na temática da saúde sobre os limites e potencialidades na atuação do Conselho Estadual de Saúde do Rio Grande do Sul estuda-se na prática o controle social, efetuando-se uma análise sobre os elementos concretos que podem contribuir para qualificação do projeto democrático brasileiro, bem como para alçar nosso país a outro patamar de desenvolvimento político e social, construindo uma sociedade mais justa e igualitária. / In the face of a situation in which the classic control of Public Administration shows itself inefficient when coping with the daily episodes of mismanagement and corruption involving the State machine and, together with the crisis of the representative democracy, greater management capacity, control and political decision become urgent on the basis of society. In this sense, this study unveils the understanding that the consolidation of the democratic project in Brazil might be attained through the acceptance of the Participatory Democracy in its supplementary relationship with the instruments of representation. This work analyzes the importance of popular participation in the management and in the control of public resources, emphasizing its virtues as well as its existing limits. This paper researches on historical aspects arising from the Iberian culture, whose main political consequences derive from the assimilation of the patrimonial, clientele and authoritarian vices into the Brazilian scenery. It also analyses the current anachronism of the instruments used by the representative democracy, which is permeated by the interference of economic power, the power of the media on the voters, the weakness of political parties, and the lack of synchrony between the expectations of those represented and the performance of their representatives. For that reason, it is proven that social control is still fragile. Seeking a link between theory and practice, this dissertation pondered the (in) effectiveness of democratic control in the contemporary experience of the participatory democracy. This analysis departs from an approach to the health theme on the limits and potentialities of the work carried out by the Conselho Estadual de Saúde do Rio Grande do Sul. A practical study about social control is conducted through a critical analysis of the specific factors that may contribute to the qualification of the Brazilian democratic project, hoping to lead our country to another level of political and social development and to build a more just and egalitarian society.

No description available.

In today’s school in Sweden the assignment of community encompasses mediated values and education of democracy as well of single subject matters. What does it mean then, that teachers have a certain kind of idea of democracy, and what implications may biology have for the assignment of community? In upper secondary school there are quite many courses in biology with a national curriculum, and findings show that students of teaching perceive or think of biology as helping to promote the dual-purpose of teaching. In this study, the author of the paper has interviewed four future teachers of upper secondary school with biology as one of their main subjects. The purpose has been to identify their perceptions of democracy as well as their conceptions of the relationship between biology and democracy in education. The result is that the interviewees perceive of democracy as consistent with representative, participative and deliberative concepts of democracy. They conceive of the relationship between biology and democracy in education as to a great extent consistent with the deliberative concept of democracy. The implications are that the idea of democracy becomes more radical and consistent with the deliberative concept of democracy when subject matters of biology are part of the education. In this manner, subject matters of biology are of educational importance for the teachers´ conceptions of democracy as well for the assignment of community. / Samhällsuppdraget i skolan innebär förmedlade värden och kunskaper om både demokrati och enskilda ämnesstoff. Vad innebär det då att lärare har en viss sorts demokratiuppfattning, och vad har biologiskt ämnesstoff för betydelse för samhällsuppdraget? Biologi i gymnasieskolan har relativt många kurser med nationell kursplan och rön visar att lärarstudenter uppfattar biologiskt ämnesstoff som didaktiskt främjande för att läraruppdragets dubbla syfte. I den här studien har uppsatsförfattaren intervjuat fyra blivande gymnasielärare med biologi som inriktning för att försöka identifiera deras uppfattningar om demokrati och relationen mellan biologiskt ämnesstoff och demokrati i undervisningens praktik. Resultatet visar att intervjupersonerna uppfattar demokrati i allmänhet som överensstämmande med både representativ, participativ och deliberativ demokrati, och relationen mellan biologiskt ämnesstoff och demokrati i undervisningens praktik som i hög grad överensstämmande med den deliberativa demokratiformen. Implikationerna av detta är att demokratiuppfattningen blir radikalare och alltmer lik en deliberativ demokratiform med biologiskt ämnesstoff i undervisningens praktik. Sålunda har biologiskt ämnesstoff en didaktisk betydelse för såväl lärares demokratiuppfattning som samhällsuppdrag.

<p>In today’s school in Sweden the assignment of community encompasses mediated values and education of democracy as well of single subject matters. What does it mean then, that teachers have a certain kind of idea of democracy, and what implications may biology have for the assignment of community? In upper secondary school there are quite many courses in biology with a national curriculum, and findings show that students of teaching perceive or think of biology as helping to promote the dual-purpose of teaching. In this study, the author of the paper has interviewed four future teachers of upper secondary school with biology as one of their main subjects. The purpose has been to identify their perceptions of democracy as well as their conceptions of the relationship between biology and democracy in education. The result is that the interviewees perceive of democracy as consistent with representative, participative and deliberative concepts of democracy. They conceive of the relationship between biology and democracy in education as to a great extent consistent with the deliberative concept of democracy. The implications are that the idea of democracy becomes more radical and consistent with the deliberative concept of democracy when subject matters of biology are part of the education. In this manner, subject matters of biology are of educational importance for the teachers´ conceptions of democracy as well for the assignment of community.</p> / <p>Samhällsuppdraget i skolan innebär förmedlade värden och kunskaper om både demokrati och enskilda ämnesstoff. Vad innebär det då att lärare har en viss sorts demokratiuppfattning, och vad har biologiskt ämnesstoff för betydelse för samhällsuppdraget? Biologi i gymnasieskolan har relativt många kurser med nationell kursplan och rön visar att lärarstudenter uppfattar biologiskt ämnesstoff som didaktiskt främjande för att läraruppdragets dubbla syfte. I den här studien har uppsatsförfattaren intervjuat fyra blivande gymnasielärare med biologi som inriktning för att försöka identifiera deras uppfattningar om demokrati och relationen mellan biologiskt ämnesstoff och demokrati i undervisningens praktik. Resultatet visar att intervjupersonerna uppfattar demokrati i allmänhet som överensstämmande med både representativ, participativ och deliberativ demokrati, och relationen mellan biologiskt ämnesstoff och demokrati i undervisningens praktik som i hög grad överensstämmande med den deliberativa demokratiformen. Implikationerna av detta är att demokratiuppfattningen blir radikalare och alltmer lik en deliberativ demokratiform med biologiskt ämnesstoff i undervisningens praktik. Sålunda har biologiskt ämnesstoff en didaktisk betydelse för såväl lärares demokratiuppfattning som samhällsuppdrag.</p>