A partir da perspectiva do fortalecimento da autonomia social dos diversos povos da Humanidade em relação ao Estado e às grandes corporações financeiras, a pesquisa aborda a atualidade dos conceitos e das práticas da educação integral e da ecologia social. Por um lado, procuro analisar criticamente a incorporação das ciências da educação e da ecologia no processo de transnacionalização do capital. Pelo outro lado, enfatizo as possibilidades de práticas de educação e ecologia na construção de relações sociais voltadas para as habilidades de auto-governo de comunidades e populações tradicionais. Assim, apresento alguns dos antecedentes históricos da educação integral e da ecologia social, e em seguida ressalto experiências inovadoras atuais nessas áreas do conhecimento. Durante este trabalho, destaco a experiência da Escola da Ponte, em Portugal. Finalmente, procuro estabelecer relações entre as novas formas de preconceito social e a visão urbanocêntrica de desenvolvimento humano, e alguns dos impactos sócioambientais e genocídios culturais contemporâneos sofridos pelas pessoas que não concordam com este caminho de existência humana. / Under the perspective of strengthening of the social autonomy of the various peoples of humanity in relation to the State and to the financial corporations, the research is about the actuality of the concepts and the practices of the integral education and the social ecology. On one hand, I intend to analyse in a critical way the incorporation of the sciences of education and ecology in the movements of transnationalization of the capital. On the other hand, I enphasize the possibilities of the practices of education and ecology in the building up of social relation towards the self-government habilities of the communities and traditional peoples. So, I introduce some of the historical antecedents of the integral education and the social ecology, and therefore resilience some of the actual innovate experiences in these fields. During this work, I highlight the school experience at the Escola da Ponte, Portugal. Finally, I intend to establish relations between the newest forms of social prejudice and the vision of the human development urbancentric, and some of the social ambiental impacts and contemporaneous cultural genocides suffered by the people that do not agree with that way of human existence.

A partir da perspectiva do fortalecimento da autonomia social dos diversos povos da Humanidade em relação ao Estado e às grandes corporações financeiras, a pesquisa aborda a atualidade dos conceitos e das práticas da educação integral e da ecologia social. Por um lado, procuro analisar criticamente a incorporação das ciências da educação e da ecologia no processo de transnacionalização do capital. Pelo outro lado, enfatizo as possibilidades de práticas de educação e ecologia na construção de relações sociais voltadas para as habilidades de auto-governo de comunidades e populações tradicionais. Assim, apresento alguns dos antecedentes históricos da educação integral e da ecologia social, e em seguida ressalto experiências inovadoras atuais nessas áreas do conhecimento. Durante este trabalho, destaco a experiência da Escola da Ponte, em Portugal. Finalmente, procuro estabelecer relações entre as novas formas de preconceito social e a visão urbanocêntrica de desenvolvimento humano, e alguns dos impactos sócioambientais e genocídios culturais contemporâneos sofridos pelas pessoas que não concordam com este caminho de existência humana. / Under the perspective of strengthening of the social autonomy of the various peoples of humanity in relation to the State and to the financial corporations, the research is about the actuality of the concepts and the practices of the integral education and the social ecology. On one hand, I intend to analyse in a critical way the incorporation of the sciences of education and ecology in the movements of transnationalization of the capital. On the other hand, I enphasize the possibilities of the practices of education and ecology in the building up of social relation towards the self-government habilities of the communities and traditional peoples. So, I introduce some of the historical antecedents of the integral education and the social ecology, and therefore resilience some of the actual innovate experiences in these fields. During this work, I highlight the school experience at the Escola da Ponte, Portugal. Finally, I intend to establish relations between the newest forms of social prejudice and the vision of the human development urbancentric, and some of the social ambiental impacts and contemporaneous cultural genocides suffered by the people that do not agree with that way of human existence.

This study explores how English-speaking migrant parents in Sweden value transnational and linguistic cultural capital, and how they draw upon their own cultural resources in order to help their children acquire these forms of capital and inculcate a habitus. Bourdieu’s theory of cultural capital, social capital and habitus are used in a qualitative study in order to investigate how parents cultural capital was valued in the new cultural context, how they acquired new, more relevant capital for themselves, and how this shaped the aims, expectations and strategies they had to help their children acquire valued forms of capital.  Despite possessing a valuable form of linguistic capital, parents sometimes felt themselves to be limited within the Swedish setting, however this was justified due to the opportunities seen to be available for their children. Parents expressed they wished their children to develop a global perspective and develop skills and knowledge that would allow them to operate in transnational settings. In a rapidly changing world, it was difficult to know which skills would be required, but due to their knowledge of multiple national contexts, they felt that they were in a good position to help their children acquire the forms of capital that had been useful for them in their own experiences of migration. The parents negotiated these multiple national settings, taking what they saw as valuable from each, thereby helping their children’s acquisition of both linguistic and transnational capital.

Education is a neglected area within globalisation research, and, within educational research, very few studies have been devoted to transnational phenomena. In this study, transnational educational strategies are analysed as ingredients in social groups’ strategies, while the transnational investments of higher education institutions are understood primarily as resources in national educational field struggles. Three investigations are presented, two on Swedish students studying abroad – Paris and north-eastern USA – and one on transnational investments at educational establishments in Stockholm. The material consists of two surveys, interviews with Swedish students abroad and administrators at Swedish educational institutions, and analyses of statistics and documents. Central methods include those of geometrical data analysis, such as correspondence analysis and Euclidean classification, and interviews. The most significant concepts – field, capital and strategies – have been taken from Bourdieu’s sociological toolbox. The studies show that those who study in Paris constitute both a social and meritocratic elite, while the students in north-eastern USA have more social than meritocratic resources. Three types of transnational educational strategies appear. For one group of students, studies at prestigious higher education institutions constitute a complement to their main studies at leading Swedish counterparts. Another group has chosen to make nation-specific or international investments rather than invest in Swedish higher education. A third group comprises students lacking access to the Swedish system, and for whom studies abroad provide a second chance. One of the main results is that the most sought-after positions at foreign educational institutions are often attained through substantial investment in the Swedish educational system. The leading institutions have sufficient resources to ensure viability in a transnational educational market and take their place in exclusive networks. Those students who reach the top of the national hierarchies thus gain access to the most sought-after positions in a global educational market.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-09-25T14:42:07Z No. of bitstreams: 2 Dissertação - Priscila Péclat Gonçalves Teixeira - 2018.pdf: 866897 bytes, checksum: e51753b240271f2f951ddb0198692015 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-26T11:35:25Z (GMT) No. of bitstreams: 2 Dissertação - Priscila Péclat Gonçalves Teixeira - 2018.pdf: 866897 bytes, checksum: e51753b240271f2f951ddb0198692015 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-26T11:35:26Z (GMT). No. of bitstreams: 2 Dissertação - Priscila Péclat Gonçalves Teixeira - 2018.pdf: 866897 bytes, checksum: e51753b240271f2f951ddb0198692015 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-25 / The conceptions of land and territory have undergone a reconfiguration of meaning in Contemporary Agrarian Law. Within a new context, the emergence of land grabbing has been observed that, in an international perspective, has preoccupied the society and has taken an interest in studies to attain its knowledge. Its existence is visible in the world, because of globalization and the principle of free movement of capital that is inherent. It occurs in countries of Africa, South America and Asia, but also, in particular, in the countries of the European Union. It is emphasized that its concept is still indeterminate and perhaps justified by the fact that researchers have not clearly achieved their forms of manifestation, causes and consequences, given that it is a recent phenomenon. It is a vertiginous race for acquisition and concentration of land, which have been intensified after a world food crisis and the subprime crisis. A central hypothesis that was sought to prove is the land grabbing is a fundamentally economic phenomenon, characterized by the accentuated accumulation, appropriation and exploitation of land, diverging from the dominant thesis that consists of a neocolonial, ideological and geographical view. A philosophical and historical examination of neocolonialism will be made, as well as a Weberian Analysis, through the relation between the law and the capitalist economy, regarding the restrictions and concessions that the legal system provides to the economic agents practicing land grabbing. Firstly, it was sought to understand it, by analyzing its emergence and its places of occurrence, with the score of its characteristics, and then to reach what is the basis of its manifestation. In a second moment, a reconstruction of the vision of the phenomenon is created, starting from its realization in the European States, through the demonstration of concrete cases, by means of bibliographical research, in which it is pointed out, in this way, the main causes, which are directly related to an economic substrate of financial interests of public or private agents, internal or external to the countries in which they occur. / As concepções de terra e território passaram por uma reconfiguração de significado no Direito Agrário Contemporâneo. Dentro deste novo contexto observa-se o surgimento do land grabbing, que em uma perspectiva internacional, tem preocupado a sociedade e ensejado em estudos para almejar seu conhecimento. Sua existência é visível no mundo, em razão da globalização e do princípio de livre circulação de capitais que lhe é inerente. Ocorre nos países da África, América do Sul e Ásia, mas também, com destaque, em países membros da União Europeia. Ressalta-se que seu conceito ainda é indeterminado e, talvez, se justifica pelo fato de os estudiosos não terem alcançado, com clareza, suas formas de manifestação, causas e consequências, tendo em vista que é um fenômeno recente. Trata-se de uma vertiginosa corrida por aquisição e concentração de terras, que se intensificou após a crise mundial de alimentos e a crise do subprime. A hipótese central que se buscou comprovar, é que o land grabbing é um fenômeno fundamentalmente econômico, caracterizado pela acentuada acumulação, apropriação e exploração de terras, divergindo da tese dominante que consiste em uma visão neocolonial, ideológica e geográfica. Far-se-á um exame filosófico e histórico do neocolonialismo, bem como uma análise weberiana, por meio da relação entre direito e economia capitalista, no que tange às restrições e concessões que o sistema jurídico proporciona aos agentes econômicos praticantes do land grabbing. Primeiramente, busca-se entendê-lo, mediante análise de seu surgimento e de seus lugares de ocorrência, com pontuação de suas características, para então alcançar o que fundamenta sua manifestação. Em um segundo momento, cria-se uma reconstrução da visão do fenômeno, tendo como ponto de partida sua realização nos Estados Europeus, por meio da demonstração de casos concretos, por meio de pesquisa bibliográfica, em que se assinala, desta forma, as principais causas, as quais estão diretamente relacionadas a um substrato econômico, de interesses financeiros de agentes públicos ou privados, internos ou externos aos países em que ocorrem.