published_or_final_version / Housing Management / Master / Master of Housing Management

M.A. / The South African society of today reflects many characteristics typically found in a developing country. As urbanization increases, the demand for housing increases as well. Unfortunately there is an enormous difference between the demand for housing and the supply thereof. Poverty and unemployment in the rural areas has led to an increase of people flocking to the cities in search of a better future...

Thesis. 1976. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / Microfiche copy available in Archives and Rotch. / Bibliography: leaves 157-162. / M.C.P.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-11T12:06:27Z No. of bitstreams: 1 2011 - Marco Antonio dos SantosTeixeira.pdf: 1511707 bytes, checksum: 442940f633094f09874c9a59cc80ecc0 (MD5) / Made available in DSpace on 2016-10-11T12:06:27Z (GMT). No. of bitstreams: 1 2011 - Marco Antonio dos SantosTeixeira.pdf: 1511707 bytes, checksum: 442940f633094f09874c9a59cc80ecc0 (MD5) Previous issue date: 2011-10-05 / Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ / This work examines the forms of action used by a group of rural workers in the struggle to stay on the land where they lived. It is a case study about the clods Am?rica Fabril and the farms Concei??o de Suru? and Cachoeira Grande, located in the city of Mag?, Baixada Fluminense, Rio de Janeiro. The study covers the period between the early 1960's and the second half of the 1980's. We analyzed these cases starting from the experiences of men and women who fought to stay on the land. From the experiences and the elements present in each case - the characters, context and setting, for example - the aim was to identify the configuration formed in each case and to better understand the path taken by the analyzed conflicts. / Este trabalho analisa as formas de a??o empregadas por um grupo de trabalhadores rurais na luta para permanecerem na terra em que viviam. Trata-se de um estudo de caso feito na gleba Am?rica Fabril, fazenda Concei??o de Suru? e fazenda Cachoeira Grande, localizadas no munic?pio de Mag?, Baixada Fluminense, estado do Rio de Janeiro. O estudo compreende o per?odo entre os primeiros anos da d?cada de 1960 e a segunda metade dos anos 1980. Analisaram-se estes casos a partir das experi?ncias dos homens e mulheres que lutaram para alcan?arem seu objetivo, a perman?ncia na terra. A partir desta experi?ncia e da rede de elementos presentes em cada caso ? personagens, contexto e cen?rio, por exemplo ? buscou-se identificar a configura??o que se conformou em cada caso para assim compreender melhor o rumo tomado pelos conflitos analisados

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-18T12:33:33Z No. of bitstreams: 1 2011 - Marco Antonio dos Santos Teixeira.pdf: 1511716 bytes, checksum: 8af277d39470c5da75a79ec8d974149e (MD5) / Made available in DSpace on 2016-10-18T12:33:33Z (GMT). No. of bitstreams: 1 2011 - Marco Antonio dos Santos Teixeira.pdf: 1511716 bytes, checksum: 8af277d39470c5da75a79ec8d974149e (MD5) Previous issue date: 2011-10-05 / Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ / This work examines the forms of action used by a group of rural workers in the struggle to stay on the land where they lived. It is a case study about the clods Am?rica Fabril and the farms Concei??o de Suru? and Cachoeira Grande, located in the city of Mag?, Baixada Fluminense, Rio de Janeiro. The study covers the period between the early 1960's and the second half of the 1980's. We analyzed these cases starting from the experiences of men and women who fought to stay on the land. From the experiences and the elements present in each case - the characters, context and setting, for example - the aim was to identify the configuration formed in each case and to better understand the path taken by the analyzed conflicts / Este trabalho analisa as formas de a??o empregadas por um grupo de trabalhadores rurais na luta para permanecerem na terra em que viviam. Trata-se de um estudo de caso feito na gleba Am?rica Fabril, fazenda Concei??o de Suru? e fazenda Cachoeira Grande, localizadas no munic?pio de Mag?, Baixada Fluminense, estado do Rio de Janeiro. O estudo compreende o per?odo entre os primeiros anos da d?cada de 1960 e a segunda metade dos anos 1980. Analisaram-se estes casos a partir das experi?ncias dos homens e mulheres que lutaram para alcan?arem seu objetivo, a perman?ncia na terra. A partir desta experi?ncia e da rede de elementos presentes em cada caso ? personagens, contexto e cen?rio, por exemplo ? buscou-se identificar a configura??o que se conformou em cada caso para assim compreender melhor o rumo tomado pelos conflitos analisados

Includes bibliographical references (leaves 331-404) Attempts to contribute toward greater understanding of the urbanization process in Bangladesh. Focuses particularly on the rural-urban migration process, explaining the causes of mobility and stability and the consequences flowing from that movement for the wellbeing of migrants and their families.

published_or_final_version / Architecture / Master / Master of Landscape Architecture

published_or_final_version / Social Work / Master / Master of Social Sciences

Made available in DSpace on 2017-07-10T17:55:37Z (GMT). No. of bitstreams: 1 Mayara_Fontoura_Chagas.pdf: 2456965 bytes, checksum: e6a11bb125979a5a4fc0eb8218c32af9 (MD5) Previous issue date: 2015-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this research we aim to analyze how the memories concerning the Três Barras uprising are narrated in 1964; studying how people interpret and give meaning to this conflict. Therefore we identifies people who were part of this conflict and others who knew it through oral narratives, by interviewing them about their life experiencies and as to how they understand the uprising. Besides that, we aim to understand the meanings these people give to this conflict and, also, to understand how the oral narratives inside the book on Três Barras and the criminal act 147/64 - Três Barras work as different versions of a social memory regarding this conflict is shared. We also discuss the colonization process in Paraná, after the 1930s; the land conflicts which happened inside this context and, also, what came before it; what it was and how Três Barras uprising happend in 1964; as well as what are its connections regarding State and Federal level. Thses discussions were necessary se we could understand the social context in which the uprising happened, because alongside with this conflict, other conflicts happened around the same time with land dispute as their main problem. Furthermore we discuss concepts as memory, colonization, occupation and, also, settlers, squatters and land invaders. These concepts were brought forth in order to support our analysis and to understand, through this disseration, the process in which this conflict happened, as well as to understand the people who underwent it as to go through their experiences and their memory (re)creations on this uprising. Thus, we aim for discussing how these memories are narrated, describing how the people interpret and create meaning concerning this social conflict, which is much broader then only presenting how the uprising happened: it describes how these people's memories can be articuladed and (re)created, taking into account the social space which these people live currently. Therefore, these historical narratives help on understanding how people place themselves while facing these memories, how they give and create new meaning to it, through their experiences, in these moment of conflict / Neste trabalho dissertamos sobre o processo de colonização que envolveu o estado do Paraná, posterior à década de 1930; os conflitos agrários originados dentro desse contexto; o que foi e como se deu a revolta de Três Barras no Paraná em 1964; e sobre quais são suas ligações com os contextos políticos estadual e federal. Para além disso discutimos acerca de noções como a de memória, colonização, ocupação e, também, de colonos, posseiros e grileiros. Tais noções foram discutidas no intuito de embasarmos nossas análises e de melhor compreendermos, ao longo desta dissertação, o processo que envolveu tal conflito, os sujeitos que dele participaram, de pensarmos as experiências que estes vivenciaram e as (re)criações de memórias sobre a revolta de Três Barras. Buscamos pensar também como a revolta de Três Barras é significada nos depoimentos/narrativas presentes no Auto de Ação Criminal 147/64. Problematizamos os interrogatórios apresentados como provas no auto de ação criminal, tanto dos acusados como de testemunhas, compreendendo que estes estão envoltos em outras questões como quem fala, para quem fala, de onde se fala, se há implicações em citar alguns aspectos específicos, entre outros. Para tanto compreendemos que o processo criminal não é somente uma fonte para analisarmos os conflitos agrários, mas ele mesmo se estabelece como uma forma de criminalizar o movimento e ainda, que este não se constitui como uma narrativa do que foi a revolta de Três Barras, mas sim como um suporte de diferentes versões e discursos sobre esse momento histórico. Assim, buscamos pensar como as memórias sobre a revolta de Três Barras são narradas, explicitando como os sujeitos interpretam e atribuem significados a esse conflito social pela posse da terra, o que nos diz muito mais do que simplesmente apresentar versões sobre como a revolta ocorreu. Diz-nos como as memórias desses sujeitos podem ser rearticuladas e (re)criadas, levando em consideração os lugares sociais que estes ocupam no presente. Assim, as narrativas nos possibilitam compreender como os sujeitos se posicionam frente a essas memórias, como as resignificam (re)construindo identidades e atribuindo, por meio de suas experiências, sentidos diversos a esse momento de luta

D.Ed. / With the dawning of the new democratic South Africa the 'dream' of a a unified education system was realised. Children who previously attended racially segregated schools are now all being educated in desegregated schools. This meteoric change has been eagerly embraced by most of the people of South Africa. Change at macro level often means change at micro level as well. For teachers within the education system this meant the challenge of providing equitable education for all. Schools in Lenasia, previously administered by the House of Delegates (concerned specifically with the education of Indian), began admitting black children from Soweto and the informal settlements around Lenasia since 1989. Soon after their admission teachers from some of the schools requested assistance from the school psychologist attached to the now defunct House of Delegates. They reported that they were experiencing difficulty teaching the children from the informal settlements. This request by the teachers provided the impetus for the research. The overriding aim was to determine what the concerns were and to develop strategies for addressing the concerns. A review of the research literature revealed that the concerns would be most appropriately identified within the naturalistic paradigm. The teachers were chosen as the unit of analysis. This was based on the finding that there was a dearth of research studies which focused on "teachers' voices". Listening to the teachers themselves is important. The aims of the research were a) to gather information on the teachers' experiences of teaching children from the informal settlements b) to describe the conditions which prevail, beliefs and attitudes which are held, processes which are going on and trends which are developing and c) to present strategies that may assist the teachers in their task. The research was conducted at primary schools in Lenasia. The participants were teachers teaching primary school children at these schools. A pilot study was conducted to eliminate potential unforeseen difficulties in the planned research. Data was gathered by means of a combination of methods, namely, four focussed group interviews, four phenomenological interviews, analysis of pupils' workbooks, analysis of pupils' school reports, analysis of the proceedings at a conference on Multilinguality and field notes. Interviews were audio-taped and transcribed verbatim. The proceedings at the conference were video-taped and also transcribed verbatim. The data was content and phenomenologically analysed by using Kerlinger's Method of Content Analysis (1986) and Giorgi's Method of Data Analysis (1985). Quality was built into the research by the application of strategies such as triangulation, persistent observation, referential adequacy materials, peer debriefing, member checks, purposive sampling, reflexive journals, dependability audits, confirmability audits and literature control. Several categories and themes emerged from the analysis of the data. The experiences of the teachers were categorised into the following divisions: pupil related experiences; parent related experiences; community related experiences; administration related experiences; didactic experience; personal experiences; strategies and suggestions. Teachers' attributed the difficulties that the children from the informal settlements were experiencing primarily to their lack of knowledge of English. The schools being English medium schools they expected the children to know English. They perceived the difficulties as arising from a number of factors such as a) pupils' emotional vulnerability, lack of motivation, classroom misbehaviour, ethnic groupings and cultural differences b) mother tongue instruction at their previous schools c) parents socio-economic status and illiteracy and d) social problems and lack of support from the community. It was generally felt that teachers did not have the necessary training and experience needed to teach children who spoke languages other than English. In addition, the children were of a different cultural group and they did not have the expertise to deal with this issue. Teachers perceived the administrators and subject advisors as not been sufficiently supportive and unable to guide them in their efforts to teach the children from the informal settlements. Further, practical problems such as the large number of children per class, wide range of ability groups in their classes, inappropriate placement of children, syllabus demands, and the policy of condoned passes was complicating their teaching. This often led to frustration, resentment, and 'burn-out'. In spite of these difficulties most teachers had attempted to address the difficulties in innovative ways. Understanding and empathising with the children's difficulties and being flexible in their teaching was one of the strategies used by the teachers. Other strategies included the provision of extra tuition in English. The analysis also revealed that some teachers had reflected deeply about their teaching instruction. From their reflections they concluded that they themselves had to change to meet the new demands in teaching. The literature review and control revealed many similarities between studies undertaken in South Africa and some differences and uniqueness. Drawing the threads of the various studies resulted in the development of the strategies suggested. In essence it involves a) the need for teachers to get in touch with their own beliefs, attitudes, strengths and weaknesses and address the needs b) teachers need to empower the children from the informal settlements to meet the demands of the school. This can be accomplished by a) improving their knowledge, skills, and expertise in addressing the concerns expressed b) enlisting the assistance of the parents and the community c) demanding that administrators and subject advisors provide the necessary guidance support and resources need to accomplish their task. Administrators and education advisors need to support, guide and enhance the teachers' expertise. Ways in which this can be accomplished is by providing appropriate, relevant, practical and challenging in-service training, presenting workshops and seminars, initiating staff development programmes and "just being there" for the teachers by valuing them and encouraging them.