Dissertations / Theses on the topic 'Socio-cultural projects'

<p>Our world is becoming increasingly complex, and is rapidly changingwith distances being reduced. Societies today are also in atransition from traditional production industries to increasingreliance on communication, consumption, services and experience. Asone of these emerging ‘new industries’, tourism is part of thismovement. Globalisation also makes further development of tourismpossible through, amongst other things, the spreading of languages;the development of low-cost carriers; international monetary systems;telecommunications and other technological innovations. Tourismcontributes to the globalisation of society and at the same time is aproduct of it. This is confirmed by complexity theories that stressthe systematic and dynamic nature of globalisation and theinterdependence of the global and the local. Hence, in this thesis,it is argued that acknowledging the complexity of tourism isnecessary for understanding tourism development, and more knowledgeabout tourism also leads to greater knowledge of our society.</p><p>The main aim of this thesis is to understand the complexity of localand regional tourist destination development, by exploring social andcultural factors that influence this development. In order to fulfilthis aim, analysis has been conducted at three different levels:places, projects and people. More specifically, by examining placesand how they develop as destinations; investigating the structure of,and processes within, groups and networks important for destinationdevelopment and by exploring the roles, resources and attitudes ofenterprising people who are seen as key for development. The thesisis based on a research project including three studies of tourismdestinations and projects in Northern Sweden and Scotland.</p><p>The social and cultural factors connected to tourism development arein turn part of learning processes, which in this thesis are seen asfundamental mechanisms for processes of development. A frameworkcalled ‘Learning Destinations’ is introduced that demonstrates howimportant social and cultural factors manifest themselves at each ofthe three levels: places, projects and people. History and heritageand rationales are the main cultural factors discussed, whilstinteraction and boundaries are prominent social factors found toinfluence tourism development. It is suggested that the framework of‘Learning Destinations’ may serve as a tool for understanding thecomplexity of local and regional tourism development.</p>

Cette recherche prend source dans le contexte de l'Anthropocène, aujourd'hui fortement marqué par l'héritage d'un système colonial d'exploitation des territoires, et du constat de l'impact des modes de vie modernes sur le système Terre, mettant en risque son habitabilité pour l'ensemble des populations, humaines et autres qu'humaines. Le problème est abordé par l'habitat au sens large, qui, au-delà de l'habitation, inclut partie de l'espace territorial et des espèces qui le composent, permettant à une population spécifique de subvenir à ses besoins matériels et immatériels. Dans ce travail, nous explorons les possibilités de transformer nos modes de vie et d’habiter pour mettre en œuvre les nécessaires transitions sociales et écologiques et pour s'adapter aux changements climatiques, notamment en limitant les impacts de certains modes de vie sur le système Terre.Cette recherche se focalise sur les habitats alter-hégémoniques, qui se positionnent comme d'autres possibles face aux modes d'habiter induits par un système moderne capitaliste tendant à invisibiliser les aspects endogènes de cultures et cultures constructives locales. Pour cela, nous avons donc étudié deux types d'habitats alter-hégémoniques qui présentent des contextes socio-économiques et historiques différents, appartenant aux deux extrémités du système colonial, et induisant des questionnements quant aux revendications actuelles de décolonisation (culturelle, politique, économiques, épistémologiques) : l'habitat des indigènes Guarani au Brésil et les habitats participatifs en France.Plus spécifiquement, cette recherche vise à explorer comment la matérialisation du Buen Vivir et des propositions alternatives dans la production de l'habitat indiquent des pratiques inspiratrices pour s'adapter à l'évolution actuelle et future des écosystèmes qui puissent minimiser l'impact des modes de vie au niveau local et global et contribuer ainsi à l'habitabilité du système Terre.Nous nous appuyons sur la compréhension du Buen Vivir, philosophie de peuples indigènes des Andes, puis sur celle du Nhanderekó, le Buen Vivir des Guarani du Brésil. Dans les habitats guarani, les matérialisation socio-spatiales du Nhanderekó sont identifiées, que ce soit dans l'architecture, l'occupation des territoires ou les systèmes de gouvernance déclinés à différentes échelles. Dans les habitats participatifs en France, nous nous basons sur l'identification de leurs valeurs et modes de gouvernance, pour comprendre comment leurs organisations spatiales contribuent à ces dynamiques qui cherchent également à tisser du lien avec leurs territoires.Nous cherchons à montrer comment, d'un point de vue élargi, ces deux habitats alter hégémoniques présentent des convergences et complémentarités constituant des pistes de réflexion pour penser des habitats propices à des modes de vie en adéquation avec le système Terre. Nous relevons notamment les aspects de collectif et de mutualisation en interne, l'activation des réseaux en externe, l'intergénérationnel et l'éducation, la résilience constructive et alimentaire, la mise en commun des savoir et savoir-faire, entre autres. La prise en compte de ces aspects représente une diversité de pistes à suivre pour envisager de mettre en place de manière effective de nouvelles pratiques endogènes de conception, de production, d'usage de l'habitat vers un mieux vivre ensemble, viabilisé par des gouvernances dynamiques, voire des cosmopolitiques spécifiques à chaque contexte<br>This research is taking place in the context of the Anthropocene, which is today strongly marked by the legacy of a colonial system of territorial exploitation, and by the impact of modern lifestyles on the Earth system, putting its habitability at risk for all populations, both human and non-human. The problem is tackled through habitat in the broadest sense, which, beyond habitation, includes part of the territorial space and the species that make it up, enabling a specific population to meet its material and immaterial needs. In this work, we are exploring the possibilities of transforming our ways of living and inhabiting in order to implement the necessary social and ecological transitions and to adapt to climate change, in particular by limiting the impact of certain lifestyles on the Earth system.This research focuses on alter-hegemonic habitats, which are positioned as possible alternatives to the ways of living induced by a modern capitalist system that tends to invisibilise the endogenous aspects of local cultures and building cultures. To this end, we have studied two types of alter-hegemonic habitat with different socio-economic and historical contexts, belonging to both ends of the colonial system, and raising questions about current demands for decolonisation (cultural, political, economic and epistemological): the habitat of the Guarani indigenous people in Brazil and participatory habitats in France.More specifically, this research aims to explore how the materialisation of Buen Vivir and alternative proposals in habitat production point to inspirational practices for adapting to the current and future evolution of ecosystems that can minimise the impact of lifestyles at local and global level and thus contribute to the habitability of the Earth system.Our approach is based on an understanding of Buen Vivir, the philosophy of the indigenous peoples of the Andes, and Nhanderekó, the Buen Vivir of the Guarani people of Brazil. In the Guarani habitats, the socio-spatial materialisations of the Nhanderekó are identified, whether in the architecture, the occupation of territories or the systems of governance at different scales. In the case of participatory housing in France, we are basing ourselves on the identification of their values and modes of governance, in order to understand how their spatial organisations contribute to these dynamics, which also seek to forge links with their territories.Our aim is to show how, from a broader perspective, these two alter-hegemonic habitats have convergences and complementarities that provide food for thought for designing habitats conducive to lifestyles in tune with the Earth system. In particular, we note the aspects of collective and mutualisation internally, the activation of networks externally, intergenerational and educational aspects, constructive and food resilience, and the pooling of knowledge and know-how, among others. Taking these aspects into account represents a diversity of avenues to follow if we are to envisage effectively implementing new endogenous practices in the design, production and use of housing, with a view to better living together, supported by dynamic governance and even cosmopolitics specific to each context

The purpose of this study has been to investigate visual art teachers’ experiences of using pre-exercises in art class, and to what extent they promote the students’ creativity and interest for creating. In order to limit the study, focus was directed at the introduction of new art assignments, and how the teacher presents the task. The study aims to contribute with knowledge and guidance for art teachers who seek to encourage students to work creatively, and to invoke greater interest for creating. The study has its foundation in the socio-cultural perspective on teaching and development, including its communicative processes. The method was qualitative in character. Eleven art teachers were interviewed, in order to get empirical knowledge of their experience of introduction and pre-exercise in art projects.The results showed that the teachers’ experience of working with pre-exercises had several aims and goals. One of those goals were that the exercise would provide students with tools for getting started with the creative process, and promote their creativity. A challenge mentioned was lack of time, and the teachers experienced that pre-exercises were frequently skipped because of it.

The main objective of the project was to make a new hall with high-quality facilities for officials. Along with her, I wanted to create a new local center Kohoutovice, which would strengthen the site and then create a global focal point for the community.

Trabalho de projecto, Ciências da Educação (Formação de Adultos), 2009, Universidade de Lisboa, Faculdade de Psicologia e de Ciências da Educação<br>Ser Jovem, uma Aventura de Risco é um Projecto de Intervenção destinado aos jovens moradores do Bairro da Cruz Vermelha em Cascais. Pretende dar continuidade ao Projecto Aventura no Bairro, envolvendo a comunidade e as instituições locais, utilizando a animação sócio-cultural como um agente de mudança e transformação social, perspectivando-a como uma forma de intervir localmente e de apoiar e auxiliar um público-alvo desfavorecido, nem sempre visado ou abrangido pelas políticas educativas locais, através de estratégias pensadas e adequadas às suas necessidades. Com base no diagnóstico de necessidades percebeu-se que seria importante continuar a acompanhar os jovens deste bairro, desenvolvendo as suas competências sociais e pessoais. Assim, foi criado um rol de actividades que pretendem trabalhar estas competências perspectivando uma melhor integração na sociedade.<br>The Project Ser Jovem, uma Aventura de Risco is addressed to young people and teenagers living in Bairro da Cruz Vermelha in Cascais. The aim of this Project is a certain continuity of the previous Aventura no Bairro Project, mixing and joining local community and institutions, using socio-cultural animation as an agent of change and social transformation, seeing all of this measures as a way of acting locally, supporting and helping needy and poor persons (our target public), not always helped and truly supported by local institutions, by well structured and reasonable strategies serving their interests and necessities. Based on a previous diagnosis of their necessities, we have realized that the most important thing in this project is the continuity to follow these teenagers of this neighborhood, developing their social and personal competences and skills. In this way, we have created a wide range of activities which can stimulate their skills allowing a better and smoothly way of integration in the society.

As a research undertaking conducted in a multimodal and multiplatform environment, this research project experiments with media and semiotic resources whose potential for producing cultural knowledge often remains underutilized and underappreciated. By challenging conventional ways of doing research that rest exclusively on the medium of written language and testing novel means of presenting and disseminating research data, the study casts light on the unexplored and underrated capacity of the moving image and new media technologies in the field of Humanities and Social Sciences. The research study consists of a digital component in the form of an online interactive environment populated with multimedia content and an exegesis that provides cues on how the former should be comprehended and, at the same time, further elaborates on what the digital outcome of the study has only alluded.* Complementing each other, the creative and the analytical parts of the study are arbitrarily structured through rhizomatic zigzag lines with no obvious beginning and end. This fabric or hypertextual formation has to be (re)discovered anew every time the viewer or the reader engages with either of the two components. Furthermore, designed and performed as an experimental (qualitative) research, this project showcases innovative ways for conceptualizing particular socio-cultural phenomena. As soon as the reader or viewer starts (re)configuring the plenitude of fragments (i. e., engaging with the project’s written and digital textual units), s/he is confronted with a rather different paradigm for conducting interdisciplinary research – one that operates through inverted structures and privileges experimentation as an indispensable procedure for generating cultural knowledge. Thus, rather than posing research questions, collating and interpreting data, and, eventually, suggesting possible solutions to the problem under investigation, the structure of this project is ambiguous and always in a process of becoming. The research questions are being raised and formulated gradually in the mind of the reader as the project’s outcome is thoroughly explored. In addition, throughout the whole study, the collected research data (in the form of narratives of self-representation generated through a series of video interviews) evades comprehensive analysis and interpretation, which automatically precludes the possibility of drawing convenient generalizations and offering more or less manageable classifications. Instead the interview data is continuously being de- and re-contextualized and, thus, treated like any other semiotic resource utilized in the project. In this line of thoughts, the research study should be regarded first and foremost as a novel form of self-expression* brought forward through the creative practices of experimentation and improvisation with the semiotic means the author has had at his disposal. Both the creative and the analytical components of the research project feature excessive fragmentation and low degree of temporal and contingent coherence. The constructed written, verbal, audio-visual and digital texts are loosely arranged, constantly crisscross each other and unfold in a more or less random manner; nevertheless they are still able to maintain a common thematic line. The co-existence of multiple supple fields of signification, multilayered perspectives and diverse number of ways for engaging with the project’s outcome generate a rather plastic structure of crystalline texts that organically intertwines with the main theme of the work – (diasporic) identity formation in the context of global interconnectedness and incessant virtual and physical mobility. Within this research study, the diasporic is envisaged as a dynamic field of cumulative and contingent attachments to a diverse number of cultural territories.

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2012<br>Este trabalho pretende contribuir para a diminuição dos comportamentos de violência juvenil nos bairros do Casal dos Machados e Quinta das Laranjeiras. Pretende-se saber junto dos jovens e das instituições a trabalharem no terreno há vários anos quais as causas que estão na origem dos comportamentos de violência e que soluções serviriam o propósito da não-violência. Para tal constituiu-se uma amostra de seis jovens residentes nos dois bairros e cinco instituições a operar nos mesmos, os quais foram entrevistados segundo os critérios da entrevista semi-diretiva tendo para o efeito sido elaborado um guião de orientação. De acordo com os resultados do diagnóstico verificou-se essencialmente que as causas dos comportamentos de violência para os jovens entrevistados estão nos grupos (gangs) enquanto para as instituições, estas residem na desestruturação das famílias. Foram sugeridas pelos entrevistados soluções que passam pela intervenção ao nível dos jovens e ao nível das famílias. Assim, este projeto propõe-se a trabalhar competências da comunicação e do diálogo, competências ao nível da negociação que permitam a diminuição dos comportamentos de violência, competências ao nível da cidadania, gestão doméstica, formação parental e promoção de valores familiares, com um grupo de 25 jovens e famílias residentes nos dois bairros.<br>This project aims to reduce the youth violent behaviors in two neighborhoods of Lisbon: Casal dos Machados and Quinta das Laranjeiras. It is intended to learn from young people and institutions working in the field for several years, what are the causes underlying the behavior of violence and which solutions would work for non-violence. In order to do that, it was constituted a sample of six residing young people and five institutions operating in these neighborhoods, which were interviewed according to the criteria of semi-directive, having prepared a guidance script. According to the diagnostic results, for the young people interviewed, the causes of violent behavior are the groups (gangs). For the institutions, the causes lie in the disintegration of families. The solutions suggested by respondents include the intervention at the level of young people and families. Thus, this project proposes to work the skills of communication and dialogue, the negotiation skills enabling the reduction of violent behavior, the skills in the area of citizenship, household management, parental training and promotion of family values, with a group of 25 young people and families living in these neighborhoods.

Mining industries are widely perceived as damaging the environment and local communities. The Indonesian government requires mining industries to undertake Corporate Social Responsibility including community development activities. This study investigated the implementation of community development by a mining company on Sumbawa Island, West Nusa Tenggara Province, Indonesia. It focussed on the participation of the local community in decision making processes for the implementation of the mining company’s community development programs. The study also examined how the mining company has involved other parties, including NGOs and local government in its community development program implementation.

O presente estudo de investigação que aqui é apresentado leva-nos à descoberta e conhecimento do Património Cultural do concelho de Mafra. A problemática e objeto de estudo da pesquisa centram-se na compreensão da razão do Património Cultural do concelho de Mafra não ser mais conhecido, ou pelo menos não ser do interesse da comunidade, após a realização do projeto “Saboreia a tua Terra” em 2010. Por conseguinte o estudo debruça-se na interpretação de que forma o projeto criou impacto e despoletou interesses na comunidade do concelho de Mafra, nomeadamente no Agrupamento de Escolas de Mafra (AEM) e Escola Básica Hélia Correia (EBHC), estabelecimento de ensino que o acolheu. Nesta viagem que se iniciou com o desenvolvimento do projeto em 2010, ambiciona-se com este estudo, por um lado entender se as atividades ludico pedagógicas e criativas realizadas, dando a conhecer um conjunto de conteúdos da historia local de Mafra, tiveram impacto e despoletaram outros interesses de natureza patrimonial ao grupo alvo e comunidade escolar e por outro, compreender quais as perspetivas futuras para o projeto “Saboreia a tua Terra”. A metodologia teórico-concetual e empírica da pesquisa desenvolve-se através de uma investigação pós-facto apoiando-se no método descritivo/compreensivo. A interpretaçao sobre os dados evidencia o contributo das atividades artísticas e de essência participativa, aliadas à componente curricular do 1º ciclo ao nível da história local para uma educação patrimonial na escola. Anseia-se que este contributo auxilie na tomada de consciência, em especial dos mais jovens, mas também da comunidade escolar e entidades locais, originando uma sociedade mais consciente da importância da divulgação e preservação do seu património cultural.<br>The present research study leads us to the discovery and knowledge of the Cultural Heritage of the municipality of Mafra. The problem and object of study of this research is centered on the understanding of the reason why the Cultural Heritage of the municipality of Mafra is not more widely known, or at least is not in the interest of the community, after the completion of the project "Enjoy your town” in 2010. Therefore, the study is concerned with interpreting how the project has impacted and triggered interest in the community of Mafra, namely the Mafra School Cluster (AEM) and Hélia Correia Elementary School (EBHC), an educational institution that welcomed the project. On this journey, that began with the development of the project in 2010, the aim is to understand if the educational and creative activities carried out, creating awareness towards a set of contents of the local history of Mafra, had an impact and triggered other heritage related interests among the target group and, on the other hand, to understand the future prospects for the " Enjoy your town" project. The theoretical-conceptual and empirical methodology of the research is developed through a post-fact research based on the descriptive / comprehensive method. The interpretation of the data shows, on the one hand, the contribution of the activities of education through art and of a participative essence, allied to the curricular component of the primary school at the level of the local history for a heritage education in school. It is hoped that this contribution will help to raise awareness, especially among the younger generations, but also of the school community and local authorities, leading to a society more aware of the importance of disseminating and preserving its cultural heritage.

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011<br>O presente estudo sobre o trabalho desenvolvido pelo Centro Novas Oportunidades da Escola Profissional Cândido Guerreiro (Alte) tem como objectivo realçar a sua abordagem territorial constituindo deste modo um relato inspirador, baseado no percurso da investigadora e logo, na sua interpretação. Com o intuito de explorar alternativas ao cenário actual em Portugal, foi feita uma contextualização sobre a Educação de Adultos. A par da explicação da metodologia RVCC colocada em prática, com recurso às parcerias e itinerâncias locais, realçou-se a implementação de um Plano de Actividades. Este constituiu o grande factor de inovação, na medida em que representa uma intervenção integrada (por ser sustentável e participada) e ecológica (por ser suscitada pelos locais e beneficiários últimos) da Educação de Adultos, através da animação sócio-cultural assente em dinâmicas locais. A metodologia adoptada consistiu na análise qualitativa de diversos documentos e registos, bem como na descrição dos factos pela investigadora (através de observação participativa).<br>This study aims to represent an inspired report about the work developed in the Centro Novas Oportunidades at the Escola Profissional Cândido Guerreiro (Alte), whose main goal is to enhance its territorial approach, regarding the investigator’s journey and therefore her interpretation. This study went through the actual situation of the Adult’s Education in Portugal, aiming to provide alternatives to the current scenario in the country. Besides the explanation of the RVCC methodology experienced, the main achievement was the Activity Plan accomplishment, regarding partnerships and local itinerating. This was the greatest innovation, because it represents an integrated (because it is sustainable and participated) and ecological (because it is suggested by the people themselves), Adult Education intervention, through local dynamics based on social and cultural animation. It was adopted a methodology consisting in the qualitative analysis of many documents and registers, as also the description of the facts by the investigator (through participative observation).

Rhythm and percussion as cultural practices in the youthfull community: a case study of BOMBRANDO project, it's an investigation on artistic education which proposes a study (auto) ethnographic centered either on experiences and reports of the investigator as an integral member of a group of percussion, both in testimonies of the protagonists (direct and indirect) of this musical-community project, based in the Parish Council of Encosta do Sol for more than a decade. From the exploration of the percussive and rhythmic potential of the musical instruments in a context of non-formal learning, we intend to reflect upon (i) the impacts (both individual and collective) of this musical project on the participation and community integration of its members, (ii) the impact of musical instruments in the context of non-formal learning, the situation of this project within the broader framework of cultural and community intervention groups that, through art and music, promote the development of skills and capacities in the youthfull community. For this purpose, a review of the literature on the role and importance of music in community education was carried out, interviews were conducted with members of the BOMBRANDO project, in order to determine the extent to which participation in this project contributed to their formation artistic and performative, as well as for the development of individual, group, social, cognitive and cultural capacities and competences. In summary, it was sought to understand the impact of this artistic-community project in the daily life and in the professional context of the young members of the project. Starting from the educational premise that defends the individual and collective benefits of 'learn music, making music', is intended to demonstrate with this investigation that BOMBRANDO percussion group is a concrete example of a musical, social and community education whose impacts 'real' in people's lives goes far beyond merely non-formal learning or acquisition of 'amateur' musical technical skills through the rhythm and drumming of percussion