Orientador: Enrique Amayo Zevallos / Banca: Samuel Alves Soares / Banca: Petronio de Tilio Neto / O Programa de Pós-Graduação em Relações Internacionais é instituído em parceria com a UNESP/UNICAMP/PUC-SP em projeto subsidiado pela CAPES, intitulado "Programa San Tiago Dantas" / Resumo: A Organização das Nações Unidas para a Educação, Ciência e Cultura (UNESCO) é estruturada de forma multidisciplinar atuando nas diversas áreas do saber e conhecimento. Uma delas é a questão ambiental, que ganha cada vez mais destaque no cenário internacional. Atualmente está em desenvolvimento e execução a Década da Educação para o Desenvolvimento Sustentável, que vai de 2005-2014 (DEDS) e conta com diversas parcerias e busca ampliar ações em prol da Sustentabilidade Ambiental. Este projeto é estruturado de forma a pensar e discutir a Governança Global Ambiental (GGA) - sua origem, processos e problemas (conceituais e práticos) - e entender como a UNESCO contribui para a GGA através da Educação para o Desenvolvimento Sustentável (EDS). Embora a UNESCO seja uma Instituição de atuação global, enfocaremos as ações e debates desenvolvidos na Bacia Amazônica relacionados principalmente com o Programa Latino-Americano e Caribenho de Educação Ambiental (PLACEA), no âmbito da Iniciativa Latino Americana e Caribenha de Desenvolvimento Sustentável (ILAC), proposta pela Venezuela em 2003 e o Plano Andino-amazônico de Comunicação e Educação Ambiental (PANACEA), proposto pelo Peru em 2005 / Abstract: The United Nations Educational Scientific and Cultural Organization (UNESCO) is structured in a multidisciplinary way acting on several areas of knowledge. One of that is the environmental that gain more space in the international scene. The United Nations Decade of the Education for the Sustainable Development from 2005 to 2014 is an initiative in progress that has many partnerships and seeks to expand actions toward Environmental Sustainability. This project is structured in a way that allow us to think and discuss the Environmental Global Governance (EGG) - its origins, process and problems (conceptual and practical) and understand how the UNESCO contribute to the EGG throughout the Education for Sustainable Development (ESD). Although it is an Institution of global scale, our focus will be in the actions and debates on the Amazon Region specially those that are related with the Latin American and Caribbean Program of Environmental Education (PLACEA), part of the of the Latin American and Caribbean Initiative for Sustainable Development (ILAC), proposed by Venezuela in 2003 and the Andean-amazonic Plan of Environmental Communication and Education (PANACEA), proposed by Peru in 2005 / Mestre

This research aimed to find strategic methods in community engagement related to regional sustainable development, specifically within the context of regions in Europe and North America that are applying for the UNESCO Biosphere Reserve designation. The Framework for Strategic Sustainable Development was presented as a planning framework that can fill gaps in the current Biosphere Reserve planning process. A tool for assessing community engagement based on the five Process Characteristics of transparency, cooperation, openness, inclusiveness, and involvement was created and used to explore community engagement practices in six UNESCO Biosphere Reserve regions in Sweden and Canada. The assessment of methods used in those six regions yielded a list of nine methods which stood out in contributing to community engagement.

L’héritage de Strasbourg s’est construit dans le contexte particulier d’une ville frontalière, dans laquelle différentes influences, principalement française et germanique, ont contribué à forger un caractère singulier. Pourtant, les valeurs conférées à cet ensemble ne sont pas déterminées uniquement par le champ restrictif des considérations nationales. Depuis le Second Empire jusqu’à aujourd’hui, elles ont sans cesse évolué, en particulier depuis les décennies suivant la Seconde Guerre mondiale. Notre étude vise à faire état de la construction et de l’évolution des valeurs de l’héritage et du patrimoine de Strasbourg, et en particulier du quartier de la Neustadt, conçu et mis en œuvre pendant la période de l’annexion allemande (1871-1918) lorsque la ville devient la capitale du Reichsland d’Alsace-Lorraine. La période de l’étude s’ouvre à partir des années 1840, au moment du premier inventaire des monuments historiques et d’un grand effort de modernisation et d’embellissement par la Municipalité, et va jusqu’à aujourd’hui, à l’heure où la Neustadt suscite un intérêt croissant tant de la part des institutions locales et régionales, du milieu scientifique, que de la population.Dans ce but, ont été mobilisées les sources permettant d’éclairer ces phénomènes : procès-verbaux du conseil municipal, archives de la commission municipale des Beaux-arts, archives du service régional des Monuments historiques, manuels et revues spécialisés en urbanisme et architecture, les histoires de Strasbourg, les guides et récits de voyage ainsi que la presse quotidienne.Dans cette thèse, l’héritage est considéré comme « l’ensemble des aménagements anthropiques légués, subsistant en tout ou partie », et le patrimoine correspond à « la partie qu’on considère digne de conservation, de restauration et de mise en valeur » (Gauthiez, 2006, p. 126).Les recherches mettent en évidence que les valeurs de l’héritage et du patrimoine bâtis de Strasbourg se fondent pour une part sur les discours portés sur ces objets, mais aussi sur des silences. Ces discours et silences sont nourris de fortes considérations idéologiques liées aux doctrines et pratiques du patrimoine en France et en Allemagne, et d’ordre nationaliste. D’abord héritage méconnu, « étranger », puis patrimoine « hyper-valorisé » illustrant des influences croisées entre France et Allemagne, le patrimoine de la Neustadt se fonde également sur des conflits et le dépassement d’idéologies tout au long du XXe siècle, jusqu’à conduire à une candidature à l’inscription sur la Liste du patrimoine mondial de l’Unesco.Une autre part des valeurs de l’héritage et du patrimoine s’inscrit dans un substrat régional et local fort et la continuité des acteurs. Un décalage apparaît nettement dans certains cas entre les pratiques patrimoniales et les discours liés à ces pratiques. Les projets peuvent ainsi se poursuivre au-delà des changements d’appartenance nationale sans nécessairement que la continuité soit revendiquée. Le fort substrat régional et local a également participé de la construction d’une dimension mythologique de l’héritage et du patrimoine qui a favorisé cette cohérence (Barthes, 1957).Force est de constater également que les valeurs de l’héritage et du patrimoine dépendent en grande partie de leur état de connaissance dans les sphères institutionnelle et administrative, scientifique et de la population. Le fait que l’héritage des trois premiers quarts du XIXe siècle de Strasbourg fasse aujourd’hui l’objet d’une sous-valorisation est le résultat du manque d’intérêt porté également au sein de la sphère scientifique.L’approche choisie permet de dépasser les pratiques actuelles dans l’étude de l’architecture et de l’urbanisme en prenant mieux en compte les discours sur l’héritage bâti et en incluant des aspects anthropologiques, symboliques, politiques, sociologiques et culturels, pour exposer la construction du regard patrimonial. / The heritage of Strasbourg was built within the context of a boundary city, in which different influences, mainly French and German, have contributed to forge a singular character. Nonetheless, the values attributed to the site are not only determined by the restrictive field of national considerations. From the Second Empire to nowadays, they have continually evolved, and especially since the decades following the Second World War. Our study aims at explaining the construction and evolution of heritage values of Strasbourg, mainly those of the Neustadt, conceived and built during the German annexation (1871-1918), when Strasbourg became the capital of the Reichsland Elsass-Lothringen. The period of study opens during the 1840s, when the first inventory of historical monuments was created and a program of modernisation and embellissement was carried out by the City authorities. It stretches until nowadays, when the Neustadt is arousing increasing interest from the local and regional institutions, in the scientific field and among the population. Diverse sources have been exploited during researches: Municipal Council’s minutes, archives of the Municipal Council of Fine-Arts, archives of the Regional Office for Historical Monuments, handbooks and periodicals in architecture and urban planning, histories of Strasbourg, guides and trips narrations, and the press. In the thesis, « Héritage » is conceived as the « ensemble of anthropic construction inherited, partly or completely subsisting », and « Patrimoine » as « the part of heritage identified worthy of conservation, restoration, and valorisation ». (Gauthiez, 2006, p. 126).Firstly, the researches have revealed that the values of heritage of Strasbourg are founded, for one part, on the discourses hold on these objects, as well as on the silences. These discourses and silences are nourished by strong ideological considerations linked to doctrines and practices in the heritage field in France and in Germany. Originally unknown, then considered as « foreign » and finally as heritage « hyper-valorised » illustrating the crossed-influences between France and Germany, the heritage of the Neustadt is founded on conflicts and ideological overtaking all along the XXth century. Nowadays, Unesco World Heritage inscription is envisaged for the Neustadt.Secondly, it appeared that another part of the values of heritage is inscribed within the strong regional substrate and the continuity of actors. A discrepancy appeared when comparing the discourses and practices. Projects are in some case continued beyond the national changes. The important regional substrate has also allowed the construction of a mythological dimension to heritage (Barthes, 1957), and has strengthened the coherence in the urban landscape.Thirdly, the values of heritage rely for a large part on the knowledge within the institutional and administrative spheres, the scientific field, and among the population. The fact that the heritage of the first quarters of the XIXth century of Strasbourg is today under-valorised is the result of a lack of interest within the academic field. The approach selected allows overtaking the current practices in the study of architecture and urban planning by better taking into account the discourses on heritage and by including anthropological, symbolical, political, sociological and cultural aspects, so as to expose the construction of heritage gaze (regard patrimonial).

This research analyses hackathons which are collaborative innovation making by using technology events, in terms of using these as a tool to facilitate a lifelong learning process in obtaining digital competence among other 21 st century skills. The aim of this research is to explore and analyse the perceptions and experiences of hackathon participants and different stakeholders about the learning process experienced during a hackathon event. The following research questions are studied: RQ1. How do interviewees perceive hackathons in relation to key elements of the UNESCO Learning Cities Framework?; RQ2. How do participants of the hackathons perceive their learning process?; RQ3. How do participants of the hackathons perceive their learning process by using digital tools during the hackathon events? Kolb’s experiential learning theory and UNESCO Learning Cities Framework are used as the ground for the theoretical-methodological frameworks. The methods chosen to collect the data are survey questionnaire and interviews. The results provide insights that apart from developing digital competence and using technology as a tool for learning, collaboration, communication and problem-solving are the main skills practiced during a hackathon. This implies that hackathons could be used on a wider scale to help with UNESCO Learning Cities development by facilitating the learning process for adults in the development of 21 st century skills. / <p>This article was presented in May 2020 at Stockholm University, Department of Education.</p><p>This finalized article was presented to UNESCO Learning Cities Program Specialist at the Institute of Lifelong Learning in Hamburg, in July 2020.</p><p>Key findings of this research were presented at the Joint International Seminar with Stockholm University, University of Tokyo and Jyväskuylä University in February 2020.</p><p>Interviews with this article's author about this research:</p><p>By Future Position X, digital innovation hub in Sweden (available in English &amp; Swedish): https://fpx.se/en/people-come-to-learn-network-and-make-a-difference/</p><p>Canberra Innovation Network mentions my research: https://cbrin.com.au/women-in-innovation/women-in-innovation-monika-lionaite/?fbclid=IwAR1mTBwXI8yS9uxkoTZSdhnB2jhpKA4kRs_GztyrAqCmbAJNNZ_KH0DR_Jo</p><p>Presentations about this research were done by the author at the Rotary Clubs of Canberra Sundowners and Canberra Weston Creek, also at the international conference of Rotary International activities during the global pandemic.</p><p>The author shared key findings as a speaker at the international conference promoting tolerance and peace on the topic 'Crisis and the role of states in developing solutions' November 2020 which was organized by the American International Education Federation and Alliance for Humanity; at the international online conference of Young Scientists on the topic of 'Leadership in peace-building and international development in the digital age' in November 2020 which was organized by Western Asian Development Institute.</p><p></p><p></p>

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[pt] Esta dissertação trata da rearticulação da autoridade do patrimônio cultural no Brasil via ações de cooperação internacional a partir de 2008. Mais especificamente, elabora uma compreensão acerca do engajamento do Instituto do Patrimônio Histórico e Artístico Nacional (IPHAN), instância compreendida como a autoridade que define quem diz o que é patrimônio cultural da nação e o que deve ser preservado, em iniciativas internacionais no âmbito da cooperação Sul-Sul. Inicialmente, o trabalho explora a construção dessa autoridade a partir de narrativas que legitimam as práticas de preservação e sua desestabilização no início dos anos 1980, com os processos de democratização que eclodiram no Brasil. No final do século XX, esses processos abriram espaço para contestações quanto a representação do patrimônio cultural consagrado, conformando a necessidade de reelaboracão da identidade nacional forjada pelas políticas de patrimônio cultural. Em seguida, apresenta a evolução do tema do patrimônio imaterial nos debates internacionais no âmbito da UNESCO e a incorporação desse conceito como condição para a rearticulação da autoridade patrimonial. Por fim, aponta como a ampliação do conceito de patrimônio cultural e o reconhecimento de novas identidades culturais impõem questões acerca da correspondência entre identidade nacional e território, problematizando a autoridade do IPHAN. O trabalho conclui que as iniciativas internacionais em gestão de patrimônio cultural do IPHAN contribuem para a rearticulação de sua autoridade patrimonial, pois permitem, através da releitura do território do Estado brasileiro, a reelaboração da identidade nacional, agora reconhecida na sua heterogeneidade e por sua espacialidade transnacional. / [en] This Master thesis addresses the rearticulation of authority in cultural heritage within Brazil through international cooperation initiatives since 2008. More specifically, it elaborates an understanding on the engagement of the Institute of Historical and Artistic National Heritage (Instituto do Patrimônio Histórico e Artístico Nacional, IPHAN, in Portuguese), the entity seen as responsible to define who determines the content of cultural national heritage and what should be preserved, within South-South cooperation initiatives. Initially, the following thesis explores the construction of this authority from the narratives that legitimize preservation practices and the destabilization of those at the beginning of the 1980s drawing from the democratization processes in Brazil. In the end of 20th century these processes open space for contestations towards the representation of the sacred cultural heritage, shaping the need to redesign the national identity, which has been forged by the cultural heritage policies. Next, the international debates within the UNESCO and the evolution of the topic of intangible heritage will be assessed as a strategy or necessary condition to rearticulate the Institute s heritage authority. Finally, the extension of the cultural heritage concept and the recognition of new cultural identities raise questions in terms of the correspondence between national identity and territory, problematizing IPHAN s authority. The thesis concludes that the international initiatives in cultural heritage management promoted by IPHAN contribute to the rearticulation of its heritage authority, because they allow through a new reading of the Brazilian s state territory, the reelaboration of the national identity, now recognized as heterogeneous and by its transnational spatiality.

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The presented dissertation deals with the perception and methods of management of the mining heritage from the perspective of individual stakeholders, entities and interest groups involved in the process of its creation, inventory, interpretation, use, protection or reconstruction. At the same time, it discusses the ways of using the mining heritage, the benefits and risks of its presence in the territory or its connection to territorial identities. The general starting points of the research are based on a search and critical discussion of scientific literature and key geographical concepts (heritage, place, identity). In the first part, the thesis deals with the conceptualization of heritage in general, discussing various ways of defining and looking at heritage, its characteristics and properties, and also it discusses possible approaches to it. The thesis also brings different perspectives on classification of heritage and analysis of its individual phases, as the heritage is seen as a socio-cultural process conditioned by individual actors, entities and interest groups who enter and influence it at various stages. The thesis also deals with the ways heritage shapes and affects the environment in which it is located, including its inhabitants and visitors. After a general discussion, the thesis...

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Vivimos en un mundo cada vez más globalizado e interconectado, lo que exige nuevas y mejores destrezas en cuanto al comportamiento en contextos interculturales, es decir, contextos donde se encuentran dos o más culturas de manera igualitaria. Documentos rectores para la educación, tanto nacionales (suecos) como internacionales subrayan la importancia de éstas.        En presente estudio se ha basado en investigaciones internacionales anteriores, para indagar cómo el sistema educativo y especialmente la enseñanza de los idiomas modernos pueden ayudar a fomentar la competencia intercultural en los alumnos, en primer lugar, por medio de una revisión sobre cómo se define dicha competencia; en segundo lugar, investigar cómo se puede crear un clima intercultural en el aula y finalmente, comprobar qué métodos y herramientas didácticas se pueden usar para fomentar la competencia intercultural en los alumnos. El análisis de las investigaciones anteriores se ha llevado a cabo aplicando un enfoque cualitativo, usando el método de la hermenéutica, o más específicamente, la abducción.       El análisis del estudio muestra que, a pesar de varios intentos, todavía no existe una definición unánime de la competencia intercultural. Las definiciones presentadas, sin embargo, tienen varios rasgos en común, por ejemplo, que están compuestas de dimensiones cognitivas, afectivas y de comportamiento. Además, la competencia intercultural se define también como un proceso, usando el modelo de procesamiento de la competencia intercultural de Deardorff (2006). A continuación, el análisis muestra que el clima intercultural en el aula se crea por medio de trabajar interculturalmente, otra vez usando el modelo de Deardorff. Se presentan unos ejemplos concretos de cómo trabajar interculturalmente, entre otros, empleando la conversación coloquial. Finalmente, el análisis, de acuerdo con la crítica hacia el uso de la enseñanza intercultural como un elemento aislado de la enseñanza, propone una perspectiva holística, es decir, que la interculturalidad formara parte de todas las asignaturas de los programas de educación. / Vi lever i en alltmer globaliserad och sammankopplad värld. Detta ställer nya och högre krav på vår förmåga att föra oss och interagera i interkulturella sammanhang, det vill säga sammanhang där två eller flera kulturer möts på lika villkor, vilket understryks i såväl nationella (svenska) som internationella styrdokument för utbildning.      Studien nedan har utifrån tidigare internationell forskning undersökt hur utbildningssystemet och framförallt undervisningen i moderna språk kan verka för att förmedla kunskap om, och färdigheter i, interkulturell kompetens genom att först göra en översyn av hur sådan kompetens definieras och därefter undersöka hur klassrumsmiljön kan få en interkulturell prägel, samt vilka didaktiska metoder och verktyg som kan användas för att förmedla den interkulturella kompetensen till eleverna. Analysen av den tidigare forskningen är genomförd med en kvalitativ ansats och hermeneutisk metod, närmare bestämt abduktion.       Studiens analys visar att det, trots flera försök, ännu inte finns någon enhetlig definition av vad som är interkulturell kompetens. Det finns dock stora likheter i befintliga definitioners grundstruktur, exempelvis att de innefattar kognitiva, affektiva och beteendemässiga dimensioner. Interkulturell kompetens definieras också som en process, varvid Deardorffs (2006) processmodell särskilt lyfts fram. Analysen visar också på att ett interkulturellt klassrumsklimat uppstår då läraren väljer ett interkulturellt arbetssätt, även här visar sig Deardorffs processmodell användbar. I anslutning till detta ges ett antal konkreta exempel på hur ett interkulturellt arbetssätt kan se ut, bland annat undervisning utifrån det vardagliga samtalet. Avslutningsvis lyfter analysen, i samklang med kritik mot att interkulturell undervisning ofta behandlas som ett enskilt moment i undervisningen, fram ett så kallat holistiskt perspektiv, det vill säga att interkulturalitet ska vara en del av all undervisning. / The globalization and interconnectedness of the world is putting new and higher demands on our ability to function and interact within an intercultural context, that is, contexts where two or more cultures meet on equal terms. This is also highlighted in national (Swedish) as well as international documents governing education.       This study has used previous international research, to investigate how the educational system and especially the teaching of modern languages can be a part of student’s acquisition of intercultural competence, by first reviewing how this competence is defined and thereafter investigate how to create an intercultural class space, and also what didactic methods and tools might be used to convey the intercultural competence to the students. The analysis of the previous research has been done, applying a qualitative approach and a hermeneutic method, more specifically the abduction.      The analysis shows that, in spite of several tries, there is still no unanimous definition of intercultural competence. However, there are compelling similarities regarding the basic structure of the existing definitions, for example the existence of cognitive, affective and behavioral dimensions. Also, intercultural competence is defined as a process, highlighting the process model on intercultural competence by Deardorff (2006. Furthermore, the analysis shows that an intercultural class space occurs when the teacher applies an intercultural teaching method, another area where the process model by Deardorff is proven useful. In connection, some examples are given of how an intercultural teaching method might look, including the use of the colloquial conversation. Finally, the analysis, in accordance with the critique on intercultural education used as an isolated element in the education as a whole, proposes a holistic perspective, that interculturality be a part of all education that is.