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Dissertations / Theses on the topic 'Popular culture in education'
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Hoechsmann, Michael. "Consuming school in the 90s, youth, popular culture and education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/NQ35187.pdf.
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Mayhew, Margaret 1936. "Modelling subjectivities: life-drawing, popular culture and contemporary art education." Phd thesis, Department of Gender and Cultural Studies, 2009. http://hdl.handle.net/2123/7735.
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Mayhew, Margaret. "Modelling Subjectivities: Life Drawing, Popular Culture and Contemporary Art Education." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/9542.
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This thesis examines life-drawing as a social, cultural and aesthetic practice. It is principally concerned with the changes occurring within life-drawing classes since the mid twentieth century; and how life drawing has spread from being a highly regulated practice confined to art institutions to proliferating among a variety of recreational, semi-professional and pedagogical settings. It is also critically concerned with the discourses surrounding life-drawing, and how these discourses permeate the spaces and practices within life classes. This thesis is concerned with the blind spots in vision, the invisible spaces in the life-room, and how life-drawing as a social practice mediates and manages the imaginary spaces between all participants; spaces of desire, aspiration, alienation and agency. In examining life drawing as a constellation of discourses, aspirations and behaviours, occurring across a number of social and cultural fields, this thesis moves t hrough a number of critical disciplines. The interdisciplinary research involved in this thesis, has involved the development of a number of critical methodologies derived from cultural studies and feminist art theory, and redeployed in a critical examination of life drawing, as a social practice, as a discursive field, and as a compelling and troubling site for inter-subjective encounters. The research for this thesis has been fuelled by the author's experiences as a visual artist and artists’ model in Sydney, and informed by extensive participant observation of life-drawing classes in Australia and internationally. The research consisted of interviews with over fifty participants, comprising artists’ models, artists and senior art-educators, from Sydney, New York, Paris, and the United Kingdom. This thesis develops an account of life-drawing as a performative practice, enabling life classes to exist as liminal spaces where the boundaries between art and sex, education and recreation, and between various cultural mili! eus clai ming and affiliation with ‘high’ art are actively produced and contested. Most critically, this thesis demonstrates the necessity and possibility for the socially reflexive grounding of critical examinations of contemporary art practice. In consciously examining the tacit values aligned with institutionalised categories of art practice and examining the claims, discourses and practices within a range of professional, paraprofessional and amateur art settings, this thesis develops a rigorous interdisciplinary account of how life drawing is experienced, and how a critical understanding of art as a social and cultural practice is necessary to any appreciation of contemporary art and visual culture.
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Ransdell, Diane Renee. "A cultural approach to ESL composition: Using popular culture to teach rhetorical conventions." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289200.
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For English as a Second Language students, learning to write academically effective essays is an immense challenge because the students must obey linguistic conventions, write for an unfamiliar audience, and employ rhetorical strategies that the audience expects. In composition programs the special challenges that ESL students face are sometimes overlooked. In this dissertation I provide a rationale for developing ESL composition programs and concrete strategies for doing so. To account for, understand, and accommodate rhetorical expectations for American academic audiences, ESL students need information that acts as an interface between conventions in their countries and the conventions American academic readers expect. The study of popular culture allows ESL students to develop such information by helping them decipher aspects of the culture they are living in. Popular culture texts reflect everyday uses of language and commonly held views because they are produced for general American audiences. They reflect widely accepted rhetorical strategies because audiences demand that texts be written according to their expectations. The process of studying popular culture is liberating for ESL students because it integrates learning about academic essay writing with broader cultural concerns. I concentrate on three genres of popular culture texts: ads, because their use of rhetorical appeals is so clear and because their content suggests American values; formula fictions, because they portray popular role models and follow readers' expectations; and news articles, which show examples of discursive domains and structural conventions. I also make suggestions for using contrastive analyses to help students perceive differences and similarities in cultural expectations, and I demonstrate partial results through research and samples from student writing. By incorporating popular culture texts into the ESL composition curriculum, we help students learn to communicate their ideas in practical, accessible ways. It is by actively targeting American culture as a focus of study and helping students develop tools to analyze popular culture materials on their own that we can make effective changes in composition programs for ESL students.
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Gustafsson, Malin, and Linn Rix. "Contemporary Popular Culture for Educational Purposes – Teaching English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34842.
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The purpose of this dissertation is to examine four teachers’ of English perceptions of the use of CPCE in their teaching. When reading the control documents of the Swedish school, indications pointing towards the use of CPCE texts in teaching were found. Therefore we took an interest in finding out how teachers choose to implement CPCE in their teaching. We have combined the methods of semi structured qualitative interviews and the use of a focus group to gather the data needed. Our main findings consist of how the concept of popular culture is understood by our informants. They find the concept vast as it entails such a broad variety of texts such as TV shows, film, the Internet, magazines and literature. Teachers select appropriate CPCE materials with regards to their pupils’ preferences. However, our findings of how these materials are implemented in their teaching of English vary and are to be considered limited.
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Jamison, Sally. "Popular culture and literacy learning negotiating meaning with everyday literacies /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jamison_S%20MITthesis%202007.pdf.
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Hahn, Laura K. "A Generic Analysis of the Rhetoric of Humorous Incivility in Popular Culture." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391683148.
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Passero, Thomas. "Using popular culture to teach the community college business curriculum: A comparative study." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310182818.
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Smiley, Kathlyn Elaine. "Freshmen weight gain: The convergence of popular culture, college transition and nutrition education." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186798.
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The Freshmen Weight Gain is the weight freshmen expect to gain their first year at college. The Freshmen Weight Gain has not been proven by standard research methods, however, students perceive it to be a real phenomena. Students concerned about the Freshmen Weight Gain may try to prevent it by using pathological dieting practices that are damaging to their physical and emotional health. Students who have existing body image/weight concerns may be at higher risk for developing an eating disorder. Standard weight management techniques do not appear to decrease students' concern for getting the Freshmen Weight Gain. An ethnographic study with thirty-nine freshmen living on campus at a large southwestern public university was conducted to develop a students' explanatory model for the Freshmen Weight Gain. Students described coming to college with limited knowledge about the freshmen culture and that there were limited external controls, rituals and role models to guide their behavior during their freshmen year. Students described that many of the normal changes in adjusting to college create lifestyle behaviors that leading to feeling out of control. Students described the stress of college transition coupled with experimentation results in their making lifestyle changes contributes to feeling out of control and needing some means to making boundaries with food and alcohol. Students also describe college food service to be partially responsible for the Freshmen Weight Gain, regardless of the quality of the individual school's food service system and in spite of the students learning to make healthy choices is presented. Thematic and narrative analysis revealed that students use the Freshmen Weight Gain to provide external controls that they need to decrease their stress. Theoretical support for the author's premise regarding the role of the Freshmen Weight Gain in the freshmen culture. Recommendations for further research to further assess the students' explanatory model for the Freshmen Weight Gain and recommendations to residence life, student health service and university administrative professionals concerning means for improving the students' college transition and food choices are presented as well.
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Taggesell, Richard Patrick. "Popular culture in the language arts classroom a survey /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Taggesell_RPMIT2010.pdf.
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Dantas, Maria Josevânia. "Cenopoesia, a arte em todo ser: das especificidades artísticas às interseções com a educação popular." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8581.
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This paper brings up an important issue in popular culture, but rarely addressed in the academic setting: the “cenopoesia”. The phenomenon stands in the study anchored by the themes of art and popular education. It aims at understanding and interpreting the “cenopoesia” as artistic specificity to unravel whether we can identify it as an expression of popular education. Methodologically, the study has a qualitative approach, referenced by the dialectical method and has an exploratory purpose. As investigative tools, we use the literature and documents, participant observation and open questionnaire applied to ten (10) “cenopoetas”, analyzed in the light of the technique content analysis. The research highlights the artistic nature of “cenopoesia” from the historical analysis of the concept of art emphasizing its hybrid aspect and its open work perspective arguing that we can all live and make art. Strives to learn the meaning, of its “cenopoesia” history, how it is, constituted and how it expresses itself. Uses historical review and the foundations of popular education by examining the perceptions of “cenopoetas” as for their views on “cenopoesia” and their approaches to popular education. Finally, it presents some interpretations of the “cenopoetas” acting weighted by an analysis between theory and practice. The study reveals that “cenopoesia” is guided in an artistic perspective with hybrid basis, in which its actions result from an open and democratic creation process accepting all forms of expression along its manifestations, knowledge, experience and languages through an autonomous and affective dialogue. It searches for overcoming the artistic exceptionality in order to restore the ontological creative condition of the people. Its practice is characterized by the articulation of human repertoires and its compositions are made through various modalities. The performance of “cenopoetas” legitimizes “cenopoesia” as knowledge built in praxis, from experiences and life experiences. The "cenopoesia" emerges in a popular background, adopted by people who are involved and active along the transformation of the environment where they live. It appears as a movement in defense of the creative freedom, communicative democratization, human emancipation, empowered by the inventive form of resistance created to highlight its presence in history.
Esta dissertação traz à baila um tema relevante na cultura popular, mas pouco abordado no cenário acadêmico: a cenopoesia. O fenômeno ergue-se no estudo ancorado pelos temas da arte e da educação popular. Objetiva compreender e interpretar a cenopoesia enquanto especificidade artística, a fim de desvendar se podemos identificá-la como expressão da educação popular. Metodologicamente, o estudo tem abordagem qualitativa, referenda-se pelo método dialético e tem finalidade exploratória. Como instrumentos investigativos utilizamos o levantamento bibliográfico e documental, observação participante e questionário aberto aplicado a 10 (dez) cenopoetas, analisados à luz da técnica análise de conteúdo. A pesquisa sublinha a natureza artística da cenopoesia a partir da análise histórica do conceito de arte, destacando seu aspecto híbrido e sua perspectiva de obra aberta, defendendo que todos somos capazes de viver e de fazer arte. Empenha em conhecer o significado, a trajetória, como se constitui e como se manifesta a cenopoesia. Recorre à revisão histórica e aos fundamentos da educação popular, ponderando as percepções dos cenopoetas quanto às suas concepções sobre a cenopoesia e as suas aproximações com a educação popular. Por último, tece algumas interpretações sobre a atuação dos cenopoetas, mediadas por uma análise entre o discurso e a prática. O estudo revela que a cenopoesia pauta-se numa perspectiva artística de base híbrida, em que suas obras resultam de um processo de criação democrático e aberto, acolhendo nos seus atos todas as formas de expressão, de saberes, de experiências e de linguagens, por meio de diálogo autônomo e afetivo. Busca a superação da excepcionalidade artística de modo a restaurar a condição ontocriativa das pessoas. Sua prática caracteriza-se pela articulação de repertórios humano e suas composições se efetivam por meio de diversas modalidades. A atuação dos cenopoetas legitima a cenopoesia como um saber construído na práxis, a partir de vivências e experiências de vida. A cenopoesia emerge em solo popular, sendo praticada por pessoas que estão envolvidas, ativas, na transformação do meio onde vivem. Configura-se como uma manifestação em prol da liberdade criativa, da democratização comunicativa, da emancipação humana, fortalecendo-se como uma forma inventiva de resistência criada pelo povo para se fazer presença na história.
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Ofstein, Jennifer Beth. "Religion, Spirituality, and Popular Culture: Where College Students Learn About Religion and Spirituality." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-05072007-163109/.
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This study aims to assess if students are learning about religion and spirituality from popular culture, and if it subsequently affects their understanding of their own religious or spiritual identity, or the religious and spiritual identities of others. Utilizing the theoretical frameworks of Perry?s (1970) scheme of Intellectual and Ethical Development, Belenky, Clinchy, Goldberger, and Tarule?s (1986) theory of Women?s Ways of Knowing, and Gerbner?s et al. (1978) Cultivation Theory, I assessed whether students are affected by participating in popular media and if they identify the media as an authority in their own understanding of religion and spirituality.
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Sousa, CÃlia Camelo de. "PrÃticas Educativas Culturais no CaldeirÃo de Santa Cruz do deserto (Crato - CE): um estudo da educaÃÃo religiosa." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10471.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoA presente dissertaÃÃo tem como objetivo estudar as prÃticas educativas culturais desenvolvidas na comunidade CaldeirÃo de Santa Cruz do Deserto (Crato-CE), acontecido nos anos de 1926-1936, destacando a educaÃÃo religiosa como prÃtica cultural. Pensar nesta histÃria à lembrar da memÃria de muitas pessoas que um dia fugindo das vicissitudes da natureza e da opressÃo das oligarquias rurais do nordeste brasileiro constroem alternativas culturais ou contra-culturas como refÃgio à dureza de suas vidas. No caminhar deste estudo utilizamos uma abordagem qualitativa, pois percebemos que ao trabalhar com a subjetividade humana poderemos nos aproximar melhor dos resultados almejados, sem, no entanto, perder de vista os elementos objetivos que a realidade investigada apresenta. Utilizamos como procedimentos metodolÃgicos as pesquisas: bibliogrÃfica, documental e empÃrica, destacando as narrativas de homens e mulheres remanescentes do CaldeirÃo. Da literatura valorizamos FaÃo ( 1976 ), Freire (1982), Comblin (2011), Arruda(2002), Barros (2008), Hobsbawm (1975), Le Golff (1996) e outros, em que permitiu entender melhor o caminho desta histÃria do CaldeirÃo. Dos resultados alcanÃados, destacamos a presenÃa da religiosidade popular sob o primado do catolicismo que Ã, a principal marca da paisagem histÃrica que fez insurgir a comunidade do CaldeirÃo. Nessa paisagem, o mÃstico se faz representar e, com efeito, constrÃi um terreno fÃrtil para a introjeÃÃo da religiÃo oficial na formaÃÃo do povo simples, mas tambÃm da religiosidade popular que por vezes reforÃa a doutrina oficial da Igreja e outras vezes, transgride, à assim que nasce a devoÃÃo ao âPadimâ Padre CÃcero, representaÃÃo oficial da Igreja CatÃlica, e ao mesmo tempo a devoÃÃo do povo sertanejo ao beato Josà LourenÃo, como representantes legitmados da contra-cultura. Por fim, concluÃmos que, sendo a religiosidade popular parte integrante da cultura popular no CaldeirÃo de Santa Cruz do Deserto, os processos educativos que transversam as prÃticas culturais daquela comunidade à fundamentalmente uma educaÃÃo permeada da religiosidade popular.
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Silva, Cicero Pedroza da. "Coco de roda novo quilombo: saberes da cultura popular e práticas de educação popular na comunidade quilombola de Ipiranga no Conde-PB." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4820.
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Previous issue date: 2014-08-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study, entitled "COCO DE RODE NEW QUILOMBO: knowledge and practices of Popular Culture Popular Education in maroon community of Ipiranga in Conde -PB", is mainly aimed to analyze the historical, cultural, social and political contribution of the maroon community of Ipiranga in Conde-PB for the construction of educational practices in Freire's perspective of Popular Education. Located, methodologically, the precepts of qualitative research approach, while action research, investigates a maroon territory many struggles and social facts relevant to the history of Paraíba, specifically in the South coast Gramame valley. For its realization, we engage as participants in educational activities with the Collective Aquatune and the Association of Residents of Ipiranga, considering that the subject of our research are the Coco de Roda New Quilombo members. Used as tools for data collection: semi-structured interview following the use of recorder; form to identify a profile of respondents in the group; field diary, photo coverage and participant observation. And for data analysis used the technique of content analysis. We seek to develop a critical analysis of systematic observation of maroon territory locus of our research, considering the population growth of communities to better interpret the reality of those involved in this research, especially with regard to the connection between the existing knowledge Popular Culture and practices Popular Education quilombo of Ipiranga in Conde-PB. Overall the results revealed a process of awareness within the Coco de Roda New Quilombo group, confirming the raised earlier this investigation, the relationships with the subjects, the intention of educating the teaching-learning process of knowledge transfer hypothesis of over old to the young and with the planning, dialogues, deliberations and organizations who value the ideas and popular culture, while expression of popular knowledge. Hence the importance of this group in the lives of the subjects of action research. Overall, we believe that the Coco de Roda New Quilombo has contributed to the Popular Culture and Popular Education of community members, it not only means an expression of Brazilian popular culture (cultural heritage), as well as a historical control strategy therefore, if in the past was used to camouflage the meetings and political articulations that gave beginning to plan fights and escapes to the quilombo nowadays is used as a struggle and mobilization for land reform strategy, the identity of the maroon people, finally by the appreciation of popular culture. In addition to being based on values such as respect for elders and youngsters, justice and social equality.
O presente estudo, intitulado ―COCO DE RODE NOVO QUILOMBO: saberes da Cultura Popular e práticas de Educação Popular na comunidade quilombola de Ipiranga no Conde -PB‖, tem como objetivo central analisar a contribuição histórica, cultural social e política da comunidade quilombola de Ipiranga no Conde-PB para a construção de práticas educativas na perspectiva freireana de Educação Popular. Situada, metodologicamente, nos preceitos da abordagem qualitativa de pesquisa, enquanto pesquisa-ação, investiga um território quilombola de muitas lutas e fatos sociais relevantes à história da Paraíba, especificamente do litoral Sul no vale do Gramame. Para sua realização, nos engajamos como participantes na ação educativa com o Coletivo Aquatune e com a Associação de Moradores de Ipiranga, tendo em vista que os sujeitos da nossa pesquisa são os integrantes Coco de Roda Novo Quilombo. Utilizamos como instrumentos para a coleta de dados: entrevista com roteiro semiestruturado acompanhando o uso de gravador; formulário para identificação do perfil dos entrevistados do grupo; diário de campo, cobertura fotográfica e observação participante. E para a análise dos dados utilizamos a técnica análise de conteúdo. Buscamos desenvolver uma análise crítica da observação sistemática do território quilombola, lócus de nossa pesquisa, considerando o crescimento populacional das comunidades para melhor interpretar a realidade dos envolvidos nessa pesquisa, sobretudo no que se refere à conexão de saberes existentes entre a Cultura Popular e as práticas de Educação Popular do quilombo de Ipiranga no Conde-PB. De modo geral os resultados revelaram um processo de conscientização dentro do grupo Coco de Roda Novo Quilombo, confirmando a hipótese levantada no início dessa investigação, pelas relações com os sujeitos, pela intencionalidade de educar, pelo processo de ensino aprendizagem de transmissão de conhecimentos dos mais velhos para com os mais jovens e pelos planejamentos, diálogos, deliberações e organizações das ideias que valorizam a cultura popular e, ao mesmo tempo, expressão saberes populares. Daí a importância desse grupo na vida dos sujeitos da pesquisa-ação. De modo geral, entendemos que o Coco de Roda Novo Quilombo tem contribuído com a Cultura Popular e com a Educação Popular dos membros da comunidade, pois não só significa uma expressão da cultura popular brasileira (patrimônio cultural), como também uma estratégia histórica de luta, pois, se no passado era usado para camuflar as reuniões e articulações políticas que davam início aos planos de lutas e fugas para os quilombos, hoje em dia é usado como estratégia de luta e mobilização pela reforma agrária, pela identidade do povo quilombola, enfim, pela valorização da cultura popular. Além de se pautar em valores como respeito aos mais velhos e aos mais jovens, justiça e igualdade social.
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Todd, Anna Lea Trier James D. "Nice white teacher the role of racial representations in popular culture and teacher education /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1781.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education, Department of Culture, Curriculum, and Change." Discipline: Education; Department/School: Education.
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Gribble, Laura. "Metropolitan philanthropy : popular education and political culture in early nineteenth-century England (1800-1830)." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313552.
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Pfeifer, Leandro. "Ecos da Paulistânia na educação: processos de inclusão da diversidade musical em contextos de formação." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/27/27158/tde-08052017-104959/.
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Imerso no universo das culturas populares da área cultural caipira e ciente da aridez desses conteúdos e formas de transmiti-los nos espaços formais e informais de ensino, um grupo de artistas se debruça em pesquisas e vivências que dialogam com manifestações da cultura popular da região Sudeste. Após essa imersão, propõe o projeto Ecos da Paulistânia, um recorte de sonoridades e passagens históricas fundamentais sobre a formação cultural de uma região que muitos autores denominam como Paulistânia. Obtendo duas aprovações dessa proposta em editais paulistas no âmbito estadual, o grupo intensifica a pesquisa, envolvendo artistas e professores, especialmente músicos com significativa atuação na temática, para auxiliarem na concepção de arranjos musicais e narração de histórias a fim de se registrar todo o material em CD, intitulado com o nome do projeto. Assim, para difundir essa proposta, promovem apresentações musicais e vivências de cultura popular, as quais revelam um campo altamente fértil de atuação que dialoga com demandas educacionais. Dessa forma, o projeto encontra dois focos de atuação, em longo prazo, que despertam possibilidades de análise e argumentação para a presente pesquisa: uma formação de educadores, em Franco da Rocha/SP, dentro do Programa Mais Educação; e o trabalho com jovens e crianças no Projeto OCA (Oficinas Culturais Anchieta), em Embu das Artes/SP. Para esta dissertação, destacamos a reflexão sobre possíveis contribuições promovidas pelas vivências de culturas populares da área cultural caipira nos espaços educacionais citados e possíveis caminhos de formação para realização do trabalho de educação musical proposto. Ainda objetivamos constatar os méritos e as dificuldades da proposta, levando em conta prováveis vínculos dos conteúdos com referências da formação cultural do público-alvo. Para cada manifestação da cultura popular abordada nas formações, realizaremos um relato de experiência apoiado em suporte teórico, dissertando também sobre os grupos, artistas, comunidades e instituições que serviram de referência para o trabalho.Immersed in the universe of the popular cultures of the provincial (\"caipira\") cultural area and aware of the sensitivity of this subject and of the means to transmit it in formal and informal education spaces, a group of artists focused on research and experiences that dialogue with popular culture manifestations in the Southeastern region of Brazil. After this immersion, the group proposed the project Echoes of Paulistânia, a clipping of sonorities and central historical landmarks of the cultural background of a region that many authors call Paulistânia. This proposal obtained two approvals in São Paulo state level public notices, and the group intensified the research involving artists and teachers, especially musicians with significant experience in acting on the issue, to assist in the design of musical arrangements and storytelling in order to register all the material on CD, which is titled with the project name. Thereby, to disseminate this proposal, they promote musical performances and popular culture experiences, which reveal a highly fertile field of action that dialogues with educational demands. Thus, the project has two long term action focuses that raise possibilities of analysis and argumentation for this research: an educator training program, in Franco da Rocha/SP, in the More Education (\"Mais Educação\") Program; and the work with children and young people in the OCA Project (Oficinas Culturais Anchieta, Cultural Workshops Anchieta), in Embu das Artes/SP. For this dissertation, we emphasize the reflection on the possible contributions promoted by the experiences with popular cultures of the provincial (\"caipira\") cultural area in the aforementioned educational spaces as well as on the possible training paths for carrying out the proposed musical education work. Also, our aim is to detect the merits and difficulties of the proposal, taking into account probable links of the content with references to the cultural background of the target audience. For each manifestation of popular culture addressed in training, we will conduct an experience report supported by theoretical basis, also remarking on the groups, artists, communities and institutions that served as a reference for the work.
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Meier, Lori T. "Making Sense of Popular Culture, Spaces of Learning, and Self: Educational Experiences at the Boundaries of Teacher Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5902.
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Chow, Kwok-wai Terry. "The dialectic of utopia and ideology in education : the implications of the critical hermeneutic of Paul Ricoeur /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19740475.
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ALUSTAU, Luís Tolentino de. "Cultura e educação como fatores de desenvolvimento local: O papel da educação na preservação da identidade cultural no município de Bezerros - PE." Universidade Federal Rural de Pernambuco, 2011. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4569.
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The cultural reality of each location has as a result of its history and logic of its own and special. The protection of cultural traditions and movements through education, in small towns and rural areas, assists in the soundness of the development process ensuring the preservation of cultural identity of the community. Thus, this work discusses the role of education in the maintenance of the cultural traits of the society as a way to ensure the preservation of identity in the process of developing. Thus, the dissertation examines the role and contribution of education in the process of preserving cultural identity in the city of Bezerros-Pernambuco-Brazil. checking the relationship between cultural identity and belonging and how local identity is preserved in the view of politicians and educators in the city. In this context, studies on culture, identity, development and education were needed to conduct the research and construction of understanding. The survey was conducted in the form of interviews with leaders in politics, the managers and teachers representatives from public education, and artisans of the city. The results obtained by the survey were analyzed according to the theory displayed throughout the work, seeking thus conclude about the role of education in the process of local development through cultural preservation. This procedure was structured to allow discover and understand the views of respondents about the importance of preserving cultural identity in the development of Bezerros-PE, with education and culture as a driving force. The results showed that educacion plays a fundamental role in the preservation of cultural events of the city, resulting in the population the feeling of belonging and ensuring that during the process of local development, cultural identities are maintained.
A realidade cultural de cada localidade possui, como resultado de sua história, uma lógica própria e particular. A proteção das tradições e dos movimentos culturais por meio da educação, nas pequenas cidades e regiões rurais, auxilia na solidez do processo de desenvolvimento garantindo a preservação da identidade cultural da comunidade. Desta forma, o presente trabalho discorre sobre o papel da educação na manutenção dos traços culturais da sociedade como forma de garantir a preservação identitária no seu processo de desenvolvimento. Assim, a dissertação analisa o papel e a contribuição da educação no processo de preservação da identidade cultural no município de Bezerros-Pernambuco-Brasil, verificando a relação entre identidade cultural e pertencimento e como a identidade local é preservada na visão dos políticos e educadores do município. Neste contexto, os estudos sobre cultura, identidade, desenvolvimento e educação foram necessários para condução da pesquisa e construção da compreensão. A pesquisa foi realizada na forma de entrevistas com dirigentes da esfera política, gestores e professores representantes da rede pública de educação, além de artesãos do município. Os dados obtidos foram analisados de acordo com os postulados teóricos sobre cultura, identidade e educação, expostos ao longo do trabalho, buscando, assim, concluir acerca do papel da educação no processo do desenvolvimento local por meio da preservação cultural. Tal procedimento foi estruturado de modo a possibilitar descobrir e compreender a visão dos entrevistados sobre a importância da preservação da identidade cultural no desenvolvimento de Bezerros, tendo a educação e a cultura como força motora. Os resultados apontaram que a educação exerce um papel fundamental para a preservação das manifestações culturais do município, gerando na população o sentimento de pertencimento e assegurando que, durante o processo de desenvolvimento local, as identidades culturais sejam mantidas.
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Cordell, Susan Ingrid. "Narratives of access to higher education : an examination of representations of widening access to higher education in popular culture." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575482.
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At various times during the history of the university in England different groups have been denied access because of their circumstances and characteristics. There have also been points when great expansion has taken place. This thesis aims to explore these points in time; namely the emergence of the red-brick universities in the late nineteenth century, the plate-glass universities in the 1960s and the period post-1992 when many former polytechnics were granted university status. The methodology has been developed from the notion that texts, particularly works of fiction, are under-used as a source of education research and that, although using them presents challenges, they provide a rich source of information for researchers and offer insights into the debates, policies and practices of widening participation, and, most particularly, about how they are represented in wider culture. A framework for deconstructing textual representations, including policy documents, parliamentary papers, novels and films, was identified. The three part framework, focusing on context, text and intertext, has then been used to read a variety of texts; and the representations contained in them used to illuminate the important issue of access to higher education in the three "spots of time". For the nineteenth century debates and policies the key texts include Parliamentary Papers and contemporaneous essays and commentaries and the fictional texts are George Eliot's Middlemarch (1871) and Thomas Hardy's final novel, Jude the Obscure (1895). For the emergence of the plate-glass universities the key policy text is the Robbins Report, while the fictional texts are Kingsley Arnis's Lucky Jim (1953) and Malcolm Bradbury's The History Man (1975). For the most recent period The Dearing Report and some responses to it provide the policy texts and David Nicholls' Starter for 10 (2003) and Engleby (2007) by Sebastian Faulks are the fictional texts. The thesis highlights some of the main problems with using a variety of texts in education research, but concludes that, if handled with care, they may provide interesting examples of wider representations of key issues than are found elsewhere. Interesting insights that emerged highlight key themes around widening participation; these include barriers to inclusion and student support, both at the transition stage and during the student experience. Contextualising the material, conducting a elose textual reading and drawing on intertextual relationships with other texts collaborate to offer a robust framework for informed research.
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Carter, Laura Joyce. "The 'history of everyday life' and democratic culture in Britain, 1918-1968." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270107.
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This thesis is a study of popular social history and education in mid-twentieth century Britain. It argues that the ‘history of everyday life’ was a guiding framework for how ‘ordinary’ people sought to understand themselves and the world around them in this period. The ‘history of everyday life’ told stories of how the ‘uneventful’ lives, practices, feelings, and social and material environments of individuals changed across generations. It was the dominant form of popular social history in Britain from 1918 to the end of the 1960s, and it flourished long before academic social history championed similar themes, in a different idiom and for very different audiences. This thesis follows the ‘history of everyday life’ across a range of public-facing, educational institutions that were interested in producing histories for a mass audience. It delves into the myriad ways in which ‘amateur’ historians (often women) produced and disseminated ‘everyday’ histories. The ‘history of everyday life’ was a flexible intellectual resource available to both the radical left and conservative right. Whilst still attending to this full political spectrum, this thesis shifts focus away from explicit ideologies to the visual, emotional, and practical elements of historical activity.
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Tan, Eloise. "Participatory and critical out-of-school learning for urban youth building community through popular culture /." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92322.
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Percassi, Jade. "Arte, política, educação popular: diálogos necessários para transformação social." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07072015-132300/.
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Pretendemos com este trabalho contribuir para evidenciar a atualidade do debate conceitual sobre a educação popular, em diálogo com o fazer artístico e a intencionalidade política. Para tanto, lançamos mão da observação participante junto a uma iniciativa de grupos de teatro de grupo da cidade de São Paulo, de criação de espaços coletivos de ação e reflexão sobre seu fazer artístico, investigando potencialidades e limites de sua contribuição estética, políti-ca e pedagógica para a formação cultural e política - e conscientização - da classe trabalhado-ra. Nessa trajetória emergiram questões fundamentais para a construção de uma atuação transformadora do ponto de vista estético, das condições materiais, do modo de produção, das formas organizativas dos trabalhadores e trabalhadoras da arte e do teatro, da relação com o público, da interação com movimentos sociais. Tais questionamentos nos remeteram a sua historicidade, identificando continuidades, descontinuidades, contradições e supera-ções em relação a experiências anteriores em que a arte, assim como a educação, como as-pectos da cultura estiveram imbricadas em uma estratégia política de transformação social.We intend with this work contribute to highlighting the relevance of the conceptual debate on popular education, in dialogue with artistic practice and the political intentionality. For this, we used participant observation with an initiative of theater groups \"group\" of São Pau-lo, of creating collective spaces of action and reflection on their artistic practice, investigating the potential and limits of its aesthetic , political and educational contribution to the cultural and political - and raising awareness - of the working class. Along the way key issues emerged for the construction of a transforming performance - from the aesthetic point of view, the material conditions, of the production process, the organizational forms of workers of art and theater, the relationship with the public, the interaction with social movements. Such questions have referred to their historicity, identifying continuities, discontinuities, contra-dictions and overcomes from previous experiences when art, as well as education, as cultur-al aspects, were intertwined in a political strategy of social transformation.
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Souza, Claudia Moraes de. "Pelas ondas do rádio: cultura popular, camponeses e o MEB." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-11072007-100422/.
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Em Pelas Ondas do Rádio: Cultura Popular, Camponeses e o MEB analisamos a participação de camponeses do nordeste brasileiro no Movimento de Educação de Base. A perspectiva da tese é a de demonstrar como os trabalhadores envolvidos com as escolas radiofônicas elaboraram ações para manutenção e reprodução da escola em sua comunidade, visando obter os benefícios necessários à reprodução e melhoria de seu modo de vida. A partir de representações políticas e culturais singulares, dentre as quais vigoraram: um sentido para escola, um papel para o sindicato e para participação política, preceitos do direito de uso da terra e dos direitos do trabalho, assim como, sentidos múltiplos para o uso do rádio como meio de comunicação, informação e lazer, os camponeses do MEB, foram coadjuvantes da proposição católica modernizadora de inícios de 1960. Isto posto, queremos demarcar que a ação do camponês nordestino e seu engajamento político, seja no MEB, nos sindicatos rurais, nas Juventudes Agrárias Católicas (JAC´s), no MCP, e nas mais diversas instâncias dos movimentos sociais do período, não se apartaram do processo modernizador. Neste sentido, consideramos que a modernização brasileira foi pauta das instituições, organismos políticos e partidos, assim como, do movimento social, instância em que ela foi ressignificada a partir de elementos da vida material, que envolviam diretamente, no momento em questão, a problemática do direito a terra, do direito a educação e cultura e dos direitos do trabalho.In this On the radio waves: popular culture, peasants and the Basic Education Movement we analyze the participation of peasants of the Brazilian northeastern region in the Basic Education Movement. The focus of this thesis is to demonstrate how the labors involved with broadcast schools have elaborated actions for maintaining and spreading the schools in their communities, in order to achieve the necessary means to improve their way of life. Peasants of the Basic Education Movement have been coadjuvant of the modernizing catholic proposition of the early 1960s, by means of quite peculiar political and cultural representations. Some of these representations were: a meaning for the school, a role for the union and for the political participation, precepts of the land use rights and labor rights, and the multiple meanings of the radio as a mass communication, information and leisure medium. This study intends to stress that the actions - and the political enrollment - of the northeastern peasant could not ever be separated from the modernizing process. The connection can be observed in different social movements of the period, such as the Basic Education Movement, rural unions, the Catholic Agrarian Youth and the MCP. In this sense, we consider that, if the Brazilian modernization was a guideline for the institutions, political organisms and parties for the social movement, such a modernization was a guideline of demands based on elements of material life. Those elements included, by that time, the agrarian reform, the educational issue and labor urgencies
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Barak, Katie Sullivan. "Reading, Writing, and Reality TV: Encouraging Media Literacy and Critical Thinking in American Classrooms Through Popular Culture." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245447140.
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Watkins, Sean Edward. "Media Literacy and the Digital Age." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1242223666.
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Schrader, Erwin. "ExpressÃo musical e musicalizaÃÃo atravÃs de prÃticas percussivas coletivas na Universidade Federal do CearÃ." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6496.
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O presente trabalho tem como propÃsito narrar a trajetÃria de desenvolvimento de prÃticas musicais percussivas coletivas entendidas como movimento artÃstico e de educaÃÃo musical na Universidade Federal do CearÃ, buscando saberes, expressÃes musicais e estratÃgias de ensino e aprendizagem de grupos e sujeitos envolvidos com a mÃsica percussiva. Busca-se tambÃm compreender os processos de construÃÃo dessas prÃticas em um ambiente acadÃmico para identificar como elas acontecem na formaÃÃo de professores de mÃsica em um curso de licenciatura. Os conceitos de experiÃncia significativa de Jorge Larrosa (2001) e autobiografia/biografia de Mikhail Bakhtin (2010) deram suporte à construÃÃo da tese. No desenrolar do trabalho foram elaboradas biografias de sujeitos-atores do campo da mÃsica percussiva e inseridas no texto, ao mesmo tempo em que dispositivos da Pesquisa-AÃÃo auxiliaram na investigaÃÃo que se inicia com um levantamento sobre a inserÃÃo das prÃticas musicais percussivas nas universidades brasileiras, seguido por um estudo sobre o desenvolvimento da mÃsica percussiva em atividades artÃsticas da cultura popular no cenÃrio acadÃmico da UFC, relatando as trajetÃrias do grupo de TradiÃÃes Cearenses e do grupo Brincantes CordÃo do CaroÃ. O trabalho de pesquisa discorre ainda sobre a constituiÃÃo do NÃcleo de MÃsica Percussiva da UFC e sobre as atividades rÃtmico-musicais do Mestre Descartes Gadelha ressaltando aspectos de sua formaÃÃo, produÃÃo artÃstica e do seu contato com a UFC. Neste trabalho tambÃm apresentamos atividades teÃricas e prÃticas das disciplinas Oficina de PercussÃo I e Oficina de PercussÃo II, buscando evidenciar a contribuiÃÃo destas para a formaÃÃo de professores de mÃsica. Os saberes e informaÃÃes sobre uma cultura musical percussiva coletiva sÃo dimensÃes importantes desse estudo que se transformam em idÃias concretas para uma experiÃncia com percussÃo em espaÃos escolares e acadÃmicos.The present study aims at narrating the development trajectory of collective percussion music practices understood as an artistic movement and as musical education at the Federal University of Cearà (UFC), seeking knowledge, musical expressions as well as teaching and learning strategies of groups and individuals involved with percussion music. It also seeks to understand the process of building these practices in an academic environment in order to identify how they occur in the training of music teachers in an undergraduate course. The concepts of experiÃncia significativa by Jorge Larrosa (2001) and autobiografia/biografia by Mikhail Bakhtin (2010) provided support to the construction of the thesis. In the course of the study some biographies of actor-subjects from the percussion music field were prepared and inserted in the text. At the same time, some devices of the action research supported the investigation which begins with a survey on the inclusion of percussion music practices in Brazilian universities followed by a study on the development of percussion music in artistic activities of popular culture at the Federal University of Cearà (UFC) academic setting, describing the trajectories of some traditional groups like: grupo TradiÃÃes Cearenses and grupo Brincantes CordÃo do CaroÃ. The research paper also discusses about the constitution of the Center for Percussion Music of UFC (NÃcleo de MÃsica Percussiva da UFC) on Mestre Descartes Gadelhaâs musical-rhythmic activities, highlighting some aspects of his education, artistic production and his contact with UFC. This work also presents theoretical and practical activities of the following subjects: Percussion Workshop I and Drum Workshop II, seeking to highlight their contribution to the training of music teachers. The knowledge and information about a collective percussion music culture are important dimensions of this study which are transformed into concrete ideas for a percussion-based experience in school and academic spaces.
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Saura, Soraia Chung. "Planeta de boieiros: culturas populares e educação de sensibilidade no imaginário do bumba-meu-boi." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12032009-131837/.
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Esta pesquisa privilegia o estudo da manifestação popular, o fenômeno do Ciclo do Bumba-meu-Boi em todas as suas fases, valendo-se da fenomenologia da imaginação material em Gaston Bachelard e da filosofia da imagem em Gilbert Durand, dentro de um quadro de educação de sensibilidade. Por meio de uma etnografia descritiva, calcada em novos paradigmas antropológicos - de elementos imagéticos e subjetivos - com dados coletados nos Estados do Maranhão (pesquisa de campo) e de São Paulo (Grupo Cupuaçu, Morro do Querosene) em dez anos de observação participante, tendo a mitohermenêutica como percurso. O trabalho de análise procura evidenciar a trama mítica no caminho do imaginário, revelando o fenômeno popular em seu caráter dinâmico e atemporal. Os depoimentos dos colaboradores e agentes das culturas populares destacam os discursos simbólicos e em conjunção com a descrição poético-imagética, conduzem para a percepção da vivência dos rituais e suas práticas, localizando os elementos do rito e suas relações com os mitos no contexto da antropologia do imaginário. A educação de sensibilidade, prática medial, antropológica e simbólica, incide nas relações interpessoais e generacionais, no encaminhamento, atualização e dinamização dos mitos de maneira autônoma e ancestral, atuando sobre elementos já dados de uma tradição centenária. Efetivamente dentro do ciclo desdobram-se dois caminhos educacionais: por linha hereditária e por iniciação, ressaltando a organização que estas práticas simbólicas possuem, em uma espiral contínua que surge no Maranhão e estende-se para a cidade através da atualização autônoma realizada pelo ciclo, com fortes ressonâncias simbólicas e manutenção de características ancestrais em sua re-interpretação pelos brincantes.This research focuses on the study of the popular manifestation - the Bumbameu- boi Cycle in all of its stages - availing itself of Gaston Bachelards phenomenology of material imagination and Gilber Durands philosophy of image in a panorama of sensibility education. Through a descriptive ethnography shaped with new anthropological paradigms - of imagetic and subjective elements -, with data collected during ten years of participative observation in Maranhão state (field research) and São Paulo state (Cupuaçu Group, Querosene Hill) and having the mythological hermeneutics as a route. The analitic work intensifies myths in the imaginary route and reveals the popular phenomena in a dynamic and timeless nature. The accounts of popular cultures agents highlight the symbolic speeches and, together with the poetic-image description, conduct to the perception of experiencing the rituals and its practices, placing the elements of rite and its relations to the myths in the context of the anthropology of imaginary. The sensibility education, a medial, anthropological and symbolic practice, has influence in the interpersonal and generational relations, when conducting, updating and making myths more dynamic in an autonomous and ancestral way, acting upon previously provided elements of a centennial tradition. When actually inside the cycle, two educational paths are unfolded: through heredity and through initiation, highlighting the organization that those symbolic practices have, in a continuous line that appears in Maranhão and stretches to the city through the autonomous update accomplished by the cycle, strongly resonating and maintaining ancestral characteristics in its reinterpretation by the participants.
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Oliveira, Gilmar Araújo de. "Pena de ouro : escrevendo processos de educar e educar–se na roda de capoeira." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/9359.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
The main objective of this research was to identify, describe and understand the educative processes triggered in the relationship Master and Apprentice, in the context of Capoeira classes of the Cultural Association and Sports Pena de Ouro, taught by Master Izael Teixeira. The interest in researching educative processes resulting from Capoeira social practice is due to the search for the appreciation of knowledge produced by the Southern people, in the case, knowledge produced by black people who were enslaved, placed at the margins due to the colonization process of the southern countries geographical. In the context of this research, Capoeira is perceived as a manifestation of African origin gestated in the sphere of popular culture. The methodology used in the study was qualitative with inspiration in phenomenology, and data collection was performed with systematic records of observations in field diaries. In the construction of the results, the categories were presented: A) Educational of Master Izael B) Appreciation of the Master Izael by the Community and C) While rest, I carry Stone - Resistance and Ancestrally. We believe that the knowledge of the Master Izael extend beyond the Capoeira, enabling education for life. Educative processes related to the resistance and ancestrally were observed, which collaborate to the comprehension of the African worldview that is present in the lifestyle of african-brazilian population. These educative processes have the role to promote education for life in society and strengthen their African roots and identities.
O objetivo central desta pesquisa foi identificar, descrever e compreender os processos educativos desencadeados na relação Mestre e Aprendiz no contexto das aulas de Capoeira da Associação Cultural e Desportiva Pena de Ouro, ministradas pelo Mestre Izael Teixeira. O interesse em pesquisar processos educativos decorrentes da prática social Capoeira deve-se à busca pela valorização dos conhecimentos produzidos por povos do Sul, no caso, conhecimentos produzidos pelo povo negro que foi escravizado, colocado às margens devido ao processo de colonização dos países do sul geográfico. No contexto desta pesquisa, a Capoeira é entendida enquanto manifestação de matriz africana gestada na esfera da cultura popular. A metodologia utilizada no estudo foi qualitativa de inspiração na fenomenologia, tendo como procedimento de coleta de dados registros sistemáticos de observações em diários de campo. Na construção dos resultados, com base na leitura atenta dos diários de campo, emergiram as seguintes categorias: A) Pedagógica de Mestre Izael B) Valorização do Mestre Izael pela Comunidade e C) Enquanto Descanso, Carrego Pedra – Resistência e Ancestralidade. Consideramos que as lições do Mestre Izael vão além do objeto de ensino, a Capoeira, possibilitando a formação para a vida. Processos educativos relacionados com a resistência e a ancestralidade foram observados, o que colaboram para a compreensão sobre a cosmovisão africana que se faz presente no modo de vida da população afro-brasileira. Esses processos educativos têm a função de promover a formação para a vida na sociedade, fortalecer nos afrodescendentes suas raízes e identidades africanas.
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Ghosh, Sanjukta T. "Celluloid nationalism : cultural politics in popular Indian cinema /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759914758891.
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Souza, Eduardo Conegundes de. "Roda de samba : espaço da memoria, educação não-formal e sociabilidade." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252563.
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Orientador: Olga Rodrigues de Moraes von SimsonDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado
Educação, Sociedade, Politica e Cultura
Mestre em Educação
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Magill, Clare Alexandra. "Teaching the conflict, teaching the transition : history education and historical memory in contemporary Spain." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=206599.
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Despite the enormous interest in recent years in the movement to recover the ‘historical memory' of the Spanish Civil War and the Franco dictatorship, the teaching of these contentious and bloody periods of Spanish history has received relatively little attention. This qualitative study, which explores the experiences and perspectives of secondary school teachers of history, aims to address this gap in the literature. To select the participants for this research, I adopted a stratified, multi-stage, purposive approach, sampling by region, city, school and teacher. The sample comprised 24 history teachers from 17 separate secondary schools in the cities of Madrid (Torrejón de Ardoz), Barcelona, Seville and Oviedo. Additionally, semi-structured interviews were conducted with five history education experts. All interview transcripts were imported into QSR NVivo 9, a computer-assisted qualitative data analysis package. The data was then analysed using Framework, a systematic, matrixbased approach to data management and analysis. The research findings build on Kitson and McCully's (2005) work by developing their ‘continuum of risk-taking', which relates to the teaching of controversial issues associated with history in Northern Ireland. An adapted model of risktaking is presented. It helps to explain the challenges and pressures teachers face in the Spanish context by identifying and exploring five distinct approaches to the teaching of the history of the Civil War and the Franco dictatorship: avoiding (‘natural' and ‘reluctant'), containing, risk-taking and activist. The research also highlights teachers' frustration with the dominant narrative presented in textbooks of Spain's ‘exemplary' transition to democracy. In so doing, it points to the danger of retrospective inevitability if the history of the transition is not presented in a nuanced fashion and if the alternatives are not explored. As such, the research constitutes an original contribution to the literature, opening up space for new conversations about the teaching of the history not only of conflict but also of the difficult and often controversial compromises that help to bring about cessations of violence. The study also considers the role of history education in the recovery of historical memory and, more broadly, in contributing to the wider reconciliation of Spanish society. Finally, the thesis highlights implications for curriculum and teacher education policy in Spain and beyond.
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Santa, Cruz Darlane, and Cruz Darlane Santa. "Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620912.
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This multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production. Through this criticism of colonization and education, theoretical and practical alternatives are explored for the opportunities outside mainstream schooling in the US. In examining the literary work on decolonizing education, these efforts can engage in unlearning of coloniality by finding examples from a time before colonization. In contemporary society, the practice of de/unschooling can hold the possibilities for decolonizing education. To demonstrate how families of color in the U.S. engage with unschooling, interview questions serve as the sharing of knowledge and experience so as to ground the research in lived reality. A brief survey of critical education and critical pedagogy broadens those already critical of schools and/or receptive to the criticism of schools and the un/deschooling alternative then places student and family/community as the center of learning and teaching.
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Gonçalves, Edson Antonio. "Os bonecões no carnaval de Atibaia = uma experiência em arte-educação." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284427.
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Orientador: João Francisco Duarte JúniorDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: A intenção deste trabalho pode ser justificada em sua essência: uma experiência em arte-educação. Ele destaca propostas de atividades com metas realistas, mais próximas ao universo do aluno e que possam ser realizadas dentro da sala de aula. Neste sentido, a educação (do) sensível - estimulada pela experiência e observação estreita do nosso cotidiano, a contemplação da natureza e a simbiose com vivências e pesquisas oferecidas pela Cultura Popular - demonstrou ser forte aliada. Os procedimentos foram cruciais para facilitar a aprendizagem conceitual e para despertar o interesse na produção de esculturas nas aulas de artes. O desenvolvimento de obras tridimensionais com os alunos do Ensino Fundamental parecia ser um grande desafio, uma vez que estamos cientes da falta de equipamentos apropriados e espaços adequados para tal prática. A confecção dos bonecos gigantes constituiu a provocação necessária para despertar o interesse dos educandos, e a oficina de artes realizadas no âmbito da Escola CEFI (Centro de Educação e Formação Integrada) facilitou o desenvolvimento do processo. A prática da reciclagem de materiais de uso diário descartados, por meio de obras em assemblage, permitiu não só sensíveis encantos, mas também refinou a sensibilidade estética dos aprendizes. Além disso, gerou consciência e respeito ao meio ambiente. Estimulou iniciativas de conservação e preservação. O entendimento da Cultura Popular, conseguida através deste projeto, transformou uma ação pedagógica, inicialmente restrita ao ambiente de uma escola, em um compromisso prazeroso com a sociedade. Este processo possibilitou o retorno dos Bonecos Gigantes ao Carnaval de Atibaia, que há vinte anos haviam desaparecido. Houve grande apelo emocional e desenvolvimento mútuo. Os alunos produziram esculturas que reuniram o público no centro da cidade, onde puderam interagir e se complementar: obras e espectadores
Abstract: The intention of this work can be justified in its essence: it is an experiment in art education. It highlights proposals of activities with realistic goals, closer to the student's universe and that can be undertaken within the classroom. In this sense, sensitive education - stimulated by the experience and close observation of our everyday life, the contemplation of nature and the symbiosis with experiences and research offered by popular culture - was a strong ally. The aforementioned procedures were crucial to facilitate conceptual learning and to awaken the interest in the production of sculptures in art classes. The development of three-dimensional works with students in elementary school seemed like a great challenge for us, given that we are aware of the lack of appropriate equipments and suitable spaces for such practice. The confection of giant puppets was the teaser to awaken the student's interest, and the arts workshop carried out within CEFI School (Center for Integrated Education and Training) has facilitated the development process. The practice of recycling materials of daily use, by means of works of assemblage, resulted not only in sensitive enchantment, but also raised the aesthetic sensibility of the apprentices. Furthermore, it advanced awareness and respect for the environment and encouraged conservation initiatives. The understanding of popular culture achieved through this project transformed a pedagogical action, initially restricted to the ambient of a school, into a pleasurable engagement with society. This process also recovered the Giant Puppet Carnival at Atibaia, that disappeared twenty years ago. There was great emotional appeal and mutual development. The students produced sculptures that met the public in the city center, where they interacted and complemented each other: works and spectators
Mestrado
Artes Visuais
Mestre em Artes
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Lemieux, Amélie. "Understanding literature through popular culture: a case study of senior high school students' evolving responses to Québec literature." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119587.
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Francophone Quebec, as a minority culture in North America, needs to pay attention to and celebrate not only what makes it different within the North American context, but also what it shares. Literature, as a branch of the arts, takes the pulse of the society that it represents. In this regard, American novelist Richard Ford (2011) states that literature "realigns conventional wisdom" all the while improving its literacy levels. Apart from functioning as an effective instrument of education (Carroll, 2002), literature is also the means through which language skills are most often taught in Quebec's French classes. Regrettably, the province of Quebec has more people with low literacy than the national average, which results in a weak foundation for future learning, including formal learning at the post-secondary level. Research points to students' loss of interest in French classes as a common cause for this alarming phenomenon. In addition to this issue, only approximately half the Quebec student population over 16 years of age (52%) have a literacy level at or above the estimated level for living efficiently (O'Sullivan et al., 2009). This is a serious educational and social challenge that needs to be addressed. In an effort to reduce the weak literacy rate of students, I suggest an alternative teaching of Wajdi Mouawad's Quebec play Incendies in three different secondary 5 classes. I charted patterns of meaning-making responses that provide an understanding of directions a teacher might take to increase interest in reading, specifically within the francophone community. The patterns of responses are meant to help educators by providing them with student responses where it seems advisable. Another objective of this study is to adopt appropriate methods to reinforce an interest in Francophone Quebec literature and develop a further interest in reading.Le Québec francophone, en tant qu'identité culturelle minoritaire en Amérique du Nord, doit se pencher sur ce qu'il partage avec le reste du Canada et sur sa singularité par rapport aux autres cultures. Parallèlement, la littérature en tant que domaine des arts prend le pouls de la société qu'elle représente. En plus d'être un élément clé en éducation (Carroll, 2002), la littérature est le champ d'études qui permet de développer la capacité de lire et d'écrire (la littératie) ainsi que d'élargir l'horizon culturel des étudiants. Malheureusement, la province du Québec démontre des statistiques désastreuses; son rendement en lecture et en écriture est très faible par rapport à la moyenne nationale, ce qui vient nuire à la réussite scolaire, notamment dans les établissements secondaires et même postsecondaires. Des études récentes ont démontré que la cause principale de ces données alarmantes est le manque d'intérêt pour les cours de français au secondaire. En plus de ce problème, seulement la moitié (52 %) de la population étudiante du Québec de plus de 16 ans montre un niveau de littératie égal ou supérieur au niveau estimé nécessaire pour vivre de manière fonctionnelle (O'Sullivan et al., 2009). Le manque d'intérêt envers la littérature québécoise constitue un problème trop important pour en faire fi. Ainsi, dans un effort de réduire le faible taux de littératie des étudiants, je suggère un enseignement alternatif de la pièce québécoise Incendies, de Wajdi Mouawad, dans trois classes de secondaire 5. Pour ce faire, j'ai compilé des types de réponses sémantiques à une scène de la pièce de théâtre Incendies qui a été choisie en collaboration avec les enseignantes de français du Collège Sainte-Marcelline. Ces modes de réponses ont pour but d'aider les professeures en leur donnant une idée des réactions de leurs élèves, pour ensuite adopter des méthodes appropriées pour renforcer l'intérêt envers la lecture et l'écriture en français.
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Lee, R. Lena. ""Becoming an American princess?" the interpretations of American popular culture by young Korean girls living in the United States /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215195.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Advisers: Jesse H. Goodman; Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."
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Roper, Robyn. "An investigation of the impact of visual culture on visual arts practice and visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/620.
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This research project is based on the premise that school students have a right to an education that assists them to "develop a sense of personal meaning and identity, and be encouraged to reflect critically on the ways in which that occurs." (Curriculum Frameworks, 1998, Values, Statement 2.2 Personal meaning: 325). Not only should education offer students a sense of well being, it should make a difference to their lives and foster an appetite for life long learning. A key ingredient that makes for a rich, fulfilling and rewarding life, is an understanding of visual culture, that according to Freedman (2003:1), "inherently provides context for the visual arts and points to the connections between popular and fine arts forms".
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Nayee, Sanjana. "Not really bollywood a history of popular hindi films, songs, and dance with pedagogical applications for understanding indian history and culture." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1534.
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Contemporary fascination with 'Bollywood' proliferates much of reality TV dance shows, media blurbs and other communicative outlets. These avenues homogenize India as 'Bollywood', while social and political outlets place Indians and people of South Asian descent into fitted stereotypes that are ridiculed and largely distorted. The intent of this thesis was to explore how the growing international intrigues of popular Hindi films exist beyond 'Bollywood'. This study is especially important because current U.S. demographics are undergoing a 'browning' effect yet a comprehensive method for understanding South Asian peoples and their cultures have been isolated to terrorist 'breeders', the model minority or as products primed for consumption. This thesis discusses the history of popular Hindi popular cinema, its changing methods of songs and dance and includes options of pedagogical applications within secondary level classrooms. In short, this thesis is an effort to highlight the similarities present amongst the differences that are consciously and unconsciously created or implicitly believed by the general population when attempting to decipher the many different components that exist across South Asian cultures, ethnicities, traditions, histories and identities.ID: 031908403; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Accepted in partial fulfillment of the requirements for honors in the major in DEPT HERE.; Thesis (B.A.)--University of Central Florida, 2012.; Includes bibliographical references.
B.S.
Bachelors
Education and Human Performance
English Language Arts Education
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Santos, Robson Ruiter Mendonça. "CULTURA POPULAR E EDUCAÇÃO: cidadania e identidade na educação básica." Universidade Federal do Maranhão, 2011. http://tedebc.ufma.br:8080/jspui/handle/tede/193.
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Previous issue date: 2011-06-22The research aims the analysis of the possibilites of popular culture in integration to basic education, in the perspective of edification of identity and citizenship. It uses the qualitative analysis of the object employing the fo l roups‟ techniques, applied, in this case, with students of a basic education Unity from the municipal network of São Luís, located in a community prominently m rk by th M r nh o‟s popul r culture. Discusses the concept of culture and popular culture e as consequence, the pos t on of popular culture n n ol b r l ont xt n n th M r nh o‟s s n r o, wh r t n b foun str t on t on w th th st t ‟s pol t s In th s m r t on, it discusses the concepts of identity and citizenship as instrument to the resear h‟s clause in popular culture associated to basic education ticking the relations between the subject and the object. The methodology that was used enabled the comprehension of notions of fields, space and time, that are used here in the history of formation of the neighborhood e its tradition then to confront the dominant culture, popular culture and propose its use in education. In its original place, this analysis pr s nts th b t of th qu st on of nt ty n of sp from popul r ultur ‟s rise in communitiy, in the same way it does with the citzepship question, coming to th m n rs, u t on prof ss on ls n stu nts‟ p r pt ons n front of th object, completing with the experience of integration of popular culture at a museum through Projeto Sabença.
A pesquisa tem como objeto analisar as possibilidades da cultura popular em integração à educação básica, na perspectiva de edificação da identidade e da cidadania. Utiliza a análise qualitativa do objeto empregando para tanto a técnica dos grupos focais aplicados neste caso com os alunos de uma Unidade de Educação Básica da rede municipal de educação São Luís, localizada em uma comunidade destacadamente marcada pela cultura popular maranhense. Debate o conceito de cultura e cultura popular e como conseqüência a posição da cultura popular no contexto neoliberal e no cenário maranhense onde se encontra em estreita ligação com a política do estado. No mesmo sentido debate os conceitos de identidade e de cidadania como instrumento para a proposição da pesquisa em cultura popular associada à educação básica assinalando as relações entre o sujeito e o objeto. A metodologia utilizada possibilitou a compreensão das noções de campo, espaço e tempo aqui utilizadas no histórico de formação do bairro e sua tradição com a cultura popular para então confrontar cultura dominante, cultura popular e propor o seu emprego na educação. Em seu espaço originário, esta análise apresenta o debate da questão da identidade e do lugar a partir da cultura popular na comunidade da ascensão, da mesma forma se faz com a questão da cidadania chegando às percepções dos gestores, dos profissionais de educação e dos alunos frente ao objeto, completando com a experiência de integração da cultura popular à educação básica em um museu da cidade através do Projeto Sabença.
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Silva, Kálita Tavares da. "Educação, cultura e cultura popular: interfaces para o ensino de Geografia nas escolas de Catalão (GO)." Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tede/7022.
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Education happens in many spheres of life, since there are numerous social structures of knowledge and transfer of knowledge within a society and its culture. This shows that education is done in the dynamics of life itself, and evolves in every human being. In this sense, the teaching of Geography should provide the student with elements enabling the reading of reality, so that the instrumentalizes for understanding the dynamics of geographic space, the cultural, economic and political, and social practices that construct and make this space. Thus, it is essential that the teaching of Geography build Reflections on Culture and Popular Culture, and offer theoretical and practical bases for understanding the role played by culture in the formation of geographical space. Besides these factors, the teaching of geography must prepare students to recognize the link between local and global, and the global is present on site, and that the expression of this relationship has significance for the life of every individual, and understand that Popular Culture as a social movement can exert significant influence to the geographical space. As a result of intense changes occurring in society, with the evolution of the capitalist mode of production, opened a debate on the position of the front of the Popular Culture reflections of the globalization process. On this basis, it is proposed to understand the role played by geography in the construction of a reflection on Popular Culture from an examination of the proposal of the National Curriculum Parameters (PCN's) to cross-cutting themes in the teaching of geography in public schools and private Catalan (GO). To conduct the research was conducted a literature review on the subject. The field research was conducted m two schools, a state public: State College "Abrahão André," and the other private schools: the Nacional College. Both were selected for study because of developing educational projects related to popular culture, in Catalão (GO). Interviews were conducted with teachers of Geography and coordinators, and questionnaires with students. The outline of the research was established after the fact and circumstances presented in schools. It was observed that both schools develop teaching practices related to culture in other forms of education such as school and key I. It was found that the projects conducted on Popular Culture and approaches built environment in the classroom, facilitated the development of student learning in relation to its culture, but also enabled the understanding of the implications on the dynamics of geographic space. It was observed that the teaching of geography can help this process. Moreover, they realized the difficulties encountered in implementing the projects in the school context, specifically in public school, and how it relates to social and economic structure that influences directly the education.
A educação acontece em diversas esferas da vida, uma vez que existem inúmeras estruturas sociais de transferência de saber e de conhecimento no interior de uma sociedade e de sua cultura. Isso mostra que a educação se faz na dinâmica da própria vida, e se evolui em cada ser humano. Nesse sentido, o ensino de Geografia deve propiciar ao aluno elementos que possibilitem a leitura da realidade, de maneira que o instrumentalize para a compreensão da dinâmica do espaço geográfico, nas dimensões culturais, econômicas e políticas, bem como das práticas sociais que constroem e formam esse espaço. Assim, faz-se imprescindível que o ensino de Geografia construa reflexões sobre Cultura e Cultura Popular e ofereça bases teóricas e práticas para o entendimento do papel exercido pela Cultura na formação do espaço geográfico. Aliado a esses fatores, o ensino de Geografia precisa instrumentalizar os alunos para reconhecerem a articulação entre o local e o global e como o global está presente no local, e que a expressão dessa relação possui significado para a vida de cada indivíduo, assim como compreender que a Cultura Popular, enquanto movimento social, pode exercer expressiva influência na configuração do espaço geográfico. Em decorrência das intensas transformações ocorridas na sociedade, com a evolução do modo de produção capitalista, abriu-se um debate sobre a posição da Cultura Popular frente aos reflexos do processo de globalização. Com base nisso, propõe-se compreender o papel exercido pela Geografia na construção de uma reflexão sobre Cultura Popular a partir de uma análise da proposta dos Parâmetros Curriculares Nacionais (PCN’s) para temas transversais no ensino de Geografia das escolas públicas e privadas de Catalão (GO). Para a execução da pesquisa, foi realizada uma revisão de literatura sobre a temática. A pesquisa de campo foi realizada m duas escolas, uma da rede pública estadual: Colégio Estadual “Abrahão André”, e outra da rede privada de ensino: Colégio Nacional. Ambas foram selecionadas para pesquisa em virtude de desenvolverem projetos pedagógicos relacionados à Cultura popular do município de Catalão (GO). Foram realizadas entrevistas com professores de Geografia e coordenadores pedagógicos, e aplicação de questionários com os alunos. O recorte da pesquisa foi estabelecido a partir da realidade e das especificidades apresentadas nas escolas. Observou-se que ambas as escolas desenvolvem práticas pedagógicas relacionadas à cultura em outras modalidades de ensino, como o ensino médio e o fundamental I. Verificou-se que os projetos realizados sobre Cultura Popular e as abordagens construídas no ambiente da sala de aula, possibilitaram o desenvolvimento da aprendizagem dos alunos em relação á sua Cultura, como também propiciaram a compreensão das implicações na dinâmica do espaço geográfico. Foi possível observar que o ensino de Geografia pode auxiliar nesse processo. Além disso, perceberam-se as dificuldades encontradas na realização dos projetos no contexto escolar, em específico na escola da rede pública, e como isso está relacionado à estrutura social e econômica que influencia de forma direta a educação.
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Serra, Monique de Oliveira. "OS MUSEUS DE CULTURA POPULAR DE SÃO LUÍS COMO ESPAÇOS EDUCATIVOS: configurações e perspectivas para uma pedagogia do imaginário." Universidade Federal do Maranhão, 2012. http://tedebc.ufma.br:8080/jspui/handle/tede/221.
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Previous issue date: 2012-08-31FUNDAÇÃO DE AMPARO À PESQUISA E AO DESENVOLVIMENTO CIENTIFICO E TECNOLÓGICO DO MARANHÃO
Study the educational character in the museums of popular culture. Analyzes the museums of popular culture of St. Louis, Nhozinho s House and the Party s House, if they present themselves as educational spaces or tourism, taking into account the process of popular culture musealization Maranhão. Located in the complex paradigm, proposed by Morin (1990), which points to the valuation of humanistic studies and other knowledge. Reveals the museums as spaces for non-formal education, based on their own laws and guidelines that govern its operation, in the other words, that must act as places that educate. Notes that for the subjects involved in research - directors, guides and visitors - the local investigated are educational spaces for showing popular culture. Analyzes the collections of museums, in the light of Anthropological Theory of Imaginary developed by Durand (1997). Notes that the images of symbolization processes contribute as a factor in balancing the individual, the schemes, beside of contribute to a pedagogy the imaginary, rebalancing reason and emotion, science and poetry.
Estudo sobre o caráter educativo nos museus de cultura popular. Analisa os museus de cultura popular de São Luís, Casa de Nhozinho e Casa da Fésta, se estes se apresentam como espaços educativos ou turísticos, levando em conta o processo de musealização da cultura popular maranhense. Situado no paradigma da complexidade, proposto por Morin (1990), que aponta para a valorização dos estudos humanísticos e de outros saberes. Revela os museus como espaços de educação não formal, fundamentados nas próprias leis e diretrizes que norteiam o seu funcionamento, ou seja, que devem atuar como lugares que educam. Observa que para os sujeitos envolvidos na pesquisa diretores, monitores e visitantes - os locais investigados são espaços educativos por mostrarem a cultura popular. Analisa os acervos dos museus, à luz da Teoria Antropológica do Imaginário desenvolvida por Durand (1997). Constata que os processos de simbolização das imagens contribuem como fator de equilíbrio do indivíduo, dos regimes, além de contribuírem para uma pedagogia do imaginário, reequilibrando razão e emoção, ciência e poesia.
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Woods, Carrie L. "Visual Culture: A Case Study." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1193266191.
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Abreu, e. Silva Danilo de 1985. "Repassando o passado : produção e divulgação de saberes na Escola de Capoeira Angola Resistência." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270509.
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Orientador: Cristiane Pereira DiasDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: A capoeira angola, por meio de sua prática e história de resistência cultural frente às racionalidades hegemônicas, desempenha papéis relevantes para a difusão da cultura afro-brasileira, acompanhado as mudanças históricas, científicas e tecnológicas da sociedade. Assim, sua história e institucionalização nos conduz para uma reflexão em torno das formas e potencialidades da produção e divulgação cultural de seus saberes populares específicos, bem como da própria legitimidade da capoeira angola. Nesse contexto, esta dissertação de mestrado tem como objetivo identificar e analisar quais são os saberes produzidos na Escola de Capoeira Angola Resistência (ECAR); compreender como eles são re-construídos e circulados entre os/as integrantes da Escola; assim como analisar as formas de divulgação interna e externa desses conhecimentos. Procuramos ainda, descrever como a ECAR utiliza os meios tradicionais (oralidade, roda de capoeira, musicalidade) e contemporâneos (internet, fotografias, vídeos) para produzir e divulgar os conhecimentos e as memórias da capoeira angola. Para isso, desenvolvemos teoricamente a discussão sobre a memória e a divulgação do conhecimento popular e científico na atualidade, com vistas à valorização e ampliação da divulgação cultural dos saberes populares. Também discutimos as relações entre a educação formal, informal e não-formal estabelecidas em uma escola baseada nos saberes populares da capoeira angola e na vida cotidiana de seus integrantes. Partindo da metodologia referenciada nos estudos da memória e da história oral, colhemos depoimentos e fotografias dos integrantes da ECAR (Contra-mestre, Professores, Treneis, alunas e alunos) e, somada a uma observação participante (em que o pesquisador também faz parte do grupo pesquisado), construímos uma narrativa por meio do diálogo entre os teóricos acadêmicos e os sujeitos da pesquisa acerca de seus próprios saberes. Dessa forma, a dissertação buscou contribuir com os processos educativos interiores à escola; com o acervo de pesquisas em torno da capoeira angola e dos saberes populares, bem como com o fazer científico pautado em processos solidários e coletivos para re-pensar a educação e a comunicação popular
Abstract: The capoeira angola, through its experience and history of cultural resistance by hegemonic rationalities, plays important rules in the diffusion of the afro-brazilian culture, following the historical, scientific and technological changes of the society. Therefore, its history and institutionalization conduct us to a reflection surrounding production's forms and potentialities and the cultural propagation of its specific popular knowledges, as well as the legitimacy of the capoeira angola itself. In this context, this dissertation aims to identify and analyze which are the knowledges produced at "Resistência" School of Capoeira Angola (ECAR); understand how they are reorganized and worked between the members of School; as well as examine ways of internal and external disclosure of such knowledges. We also seek to describe how ECAR uses traditional means (orality, capoeira street ritual, musicality) and contemporary (internet, pictures, videos) to product knowledges and memories of capoeira angola. For this, we developed a theoretical discussion about the memory and communication of popular and scientific knowledges today with a view to recovery and wider advertising of cultural propagation of popular knowledges. We also discussed the relationship between formal, informal and non-formal education established in a school based on popular knowledge of the capoeira angola and on everyday life of its members. Based on the methodology referred to memory studies and oral history, we collected testimonials and photographs of the members of ECAR (Contra-mestre, Teachers, Treneis and students) and, added to a participant observation (in which the researcher is also part of the researched group), we constructed a narrative through dialogue between the academic theorists and the researched subjects about their own knowledges. Thus, this dissertation seeks to contribute with educational processes into the School; with the body of research around capoeira angola and popular knowledges, as well as the scientific work guided by solidarity and collective processes to re-think popular education and communication
Mestrado
Divulgação Científica e Cultural
Mestre em Divulgação Científica e Cultural
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Lordelo, Petry Rocha. "O samba chula de cor e salteado em São Francisco do Conde/Ba: cultura populá e educação não-escolá para além da(o) capitá." reponame:Repositório Institucional da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/11141.
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Este trabalho é fruto da convivência com os sambadores e sambadeiras do Recôncavo da Bahia, especialmente aqueles situados no município de São Francisco do Conde. Partindo do levantamento de problemáticas significativas, decorrentes das crises estruturais do sistema capitalista – que seguem exterminando a fonte de toda riqueza: o homem e a natureza – perguntamo-nos como o samba de roda – dentro deste, o samba chula – conseguiu sobreviver em meio às adversidades e desigualdades sociais, chegando ao atual estágio de seu reconhecimento enquanto Obra-Prima do Patrimônio Oral e Imaterial da Humanidade, pela UNESCO. Nesse contexto, buscamos discutir como se dão os processos de produção e transmissão de saberes no âmbito das instituições formais de ensino vinculadas à mercado-lógica do capital; bem como no âmbito dos espaços não-escolares assentados sob a “lógica diferenciada” das culturas populares. Destarte, optamos por fazer um estudo de caso com o grupo de Samba Chula Filhos da Pitangueira, onde, a partir dos contatos constantes, da observação participante, da memória, da oralidade, e das rodas de samba, coletamos os dados que nos permitiram acessar sentidos e significados que julgamos capazes de contribuírem com a formação humana numa perspectiva omnilateral, para além do capital.
Salvador
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Gonzalez, Jeferson Anibal 1983. "Cultura, educação popular e transformação social nas formulações do MEB e do CPC (1961-1964)." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251136.
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Orientador: José Luis SanfeliceDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O objeto de estudo deste trabalho são as formulações do Movimento de Educação de Base (MEB) e do Centro Popular de Cultura (CPC) na primeira metade da década de 1960. Por meio de pesquisa teórico-bibliográfica e documental, buscou-se: 1) compreender o contexto histórico-político, social e econômico no qual surgiram o MEB e o CPC; 2) apreender as concepções de educação, cultura popular e transformação social presentes nas formulações dos dois movimentos; 3) explicitar o momento teórico-filosófico e suas influências nessas formulações; e 4) analisar o debate teórico presente nos dois movimentos sobre os procedimentos metodológicos de trabalho junto às massas. Apresenta-se o trabalho em três capítulos: no primeiro, é realizada a resenha histórica do período com o estudo de seus aspectos políticos e econômicos, a identificação de três instituições-base (Igreja Católica, o Partido Comunista Brasileiro - PCB e o Instituto Superior de Estudos Brasileiros - ISEB), os aspectos educacionais e uma apresentação geral dos movimentos. No segundo capítulo, expõe-se as formulações do MEB e do CPC a partir dos materiais produzidos pelos próprios movimentos. No último capítulo, analisam-se as concepções dos movimentos com o auxilio dos conceitos de romantismo revolucionário, realismo em educação e pedagogias não-diretivas. Como conclusão, aponta-se que apesar da origem institucional diferenciada dos movimentos, suas formulações são conflitantes apenas pontualmente, sobressaindo-se a aproximação entre ambos mediada pela ideologia do nacional-desenvolvimentismo na aliança política pelas reformas de base.
Abstract: The object of this study is to focus on the formulations of Basic Education Movement (BEM) and the Center for Popular Culture (CPC) in the first half of the 1960s. Through theoretical-bibliographical and documental research it was intended to: 1) understand the historical political, social and economic context in which the MEB and the CPC emerged, 2) grasp the concepts of education, popular culture and social transformation present in the formulations of the two movements mentioned above, 3) explain the theoretical-philosophical moment and its influence in these formulations, and 4) analyze the theoretical debate present in both movements about methodological procedures of work with the masses. This paper is divided into three chapters: in the first one a review about the historical period is carried out with the study of its political and economic aspects, the identification of three basic institutions (the Catholic Church, the Brazilian Communist Party - BCP and the Superior Institute of Brazilian Studies - SIBS), the educational aspects and an overview of the movements. The second chapter exposes the formulations of BEM and CPC from the materials produced by the movements. The last chapter examines the conceptions of the movements with the help of some concepts of revolutionary romanticism, realism in education and non-directive pedagogies. In conclusion, it is pointed out that despite the institutional origins of different movements, their formulations are conflicting only precisely, as the rapprochement between both of them is excelled and mediated by the ideology of national developmentalism.
Mestrado
Filosofia e História da Educação
Mestre em Educação
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Prier, Darius D. "Understanding Hip-Hop as a Counter-Public Space of Resistance for Black Male Youth in Urban Education." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250280239.
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Witte, Shelbie Miller. ""What you need, Eddie, is another remedial reading class" : a semiotic analysis of representations of literacy in popular school film." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/609.
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Perin, Jodi R. "Educational travel for societal change: An exploration of popular education along the Mexico-United States border." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278807.
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During the past few decades, anthropologists have become increasingly interested in how different cultural frameworks come together. One opportunity to view such interactions is presented by travel seminars based on a transformative education model, which aim to educate middle-class people about conditions in economically depressed areas through travel. The task of this thesis is to examine the experiences of U.S. participant groups in one transformative education program, paying particular attention to interpersonal contact, both within groups and between them and local people, and to how participants experience the location of poverty. I argue that multiple factors play a role in terms of whether, how, and why trip participants appear to form new meanings based on their experiences. These factors include the individual's ability to empathize with the 'Other' (i.e. local people) met on the trip and previous experience in and knowledge of economically depressed areas, especially the Third World.
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Lindberg, Sabina. "なぜ日本語Naze nihongo? : A Study of the Variables Affecting Senior High School Students’ Choice to Study Japanese." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-242958.
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In recent years Japanese has become an increasingly popular language choice among students in senior high school in Sweden, but very little research has been conducted as to why this trend has emerged. This study aims to investigate the variables affecting senior high school students’ choice to study Japanese and to proceed with it in institutions of higher education, as well as to delineate any gender-specific and socioeconomic discrepancies amongst them based on Bourdieu’s sociology of education. In addition, it strives to shed light on the students’ attitudes toward Japan and the Japanese culture. The empirical data of the study consists of a survey collection of 112 respondents from 4 senior high schools in Stockholm, Uppsala and Västerås. The results indicate that interest in Japanese popular culture, mainly anime and manga, is the main incentive for learning Japanese and that this interest is commenced many years prior to the instruction. The prospect of traveling, studying and working in Japan, as well as to engage further in their interest in the Japanese culture, appears to be what motivates further and higher education in Japanese. The attitudes toward Japan and the Japanese culture are generally positive and the negative opinions expressed mainly derive from cultural difference. The students in the study are predominantly female who carry a strong cultural capital that stems from a middle class family and household of higher education. Hopefully, this study will contribute to the research field of Japanese language learning and inspire others to broaden the discipline.