Disassembling connections: A comparative analysis of the politics of slum upgrading in eThekwini and São Paulo

Urban Studies ◽  
2021 ◽  
pp. 004209802110597
Author(s):  
Camila Saraiva

This paper presents an innovative comparison that works creatively with the entangled spatialities of policy mobilities, drawing on a city-to-city cooperation between São Paulo (Brazil) and eThekwini (South Africa) municipalities for the exchange of slum upgrading expertise. The proposed comparative tactic entails tracing the establishment of this connection in order to disassemble the constituent flows and localities merged within it. Subsequently, by posing questions to one another, a relational comparison of the trajectory of slum upgrading policy in each locality is composed, unearthing the political and institutional conditions that preceded the existence of the connection per se. In that sense, both eThekwini and São Paulo are considered equivalent starting points from which local actors engaged in circulating ideas and mobilised slum upgrading policies. This paper not only brings a fresh approach to comparative methods – incorporating political contexts and their extensive overlapping networks of relations alongside a focus on particular policy trajectories – but also contributes to furthering global urban studies in two other ways. First, it provides insight into the processes by which policies are put on the move and localised (or not). Second, it demonstrates how repeated instances of urban practice may be unravelled by allowing each context of policy formation, with its distinctive trajectory of slum upgrading, to speak to one another. In this regard, the comparative analysis identified how, in both São Paulo and eThekwini, the consolidation of democracy was followed by the development of more technocratic approaches to the detriment of earlier slum upgrading initiatives focussed on community empowerment.

2014 ◽  
Vol 1 (2) ◽  
pp. 73-83
Author(s):  
Isabela Carvalho Oliveira Pedrosa ◽  
Prof. PhD. Antonio Francisco Ribeiro de

2012 ◽  
Vol 86 (2) ◽  
pp. 306-308 ◽  
Author(s):  
Anne Spichler ◽  
Daniel A. Athanazio ◽  
Pedro Vilaça ◽  
Joseph Vinetz ◽  
Antonio Seguro ◽  
...  

Author(s):  
Susana Caliatto ◽  
Selma de Martinelli

O objetivo deste trabalho foi o de analisar a escrita ortográfica em atividade de ditado e de reescrita de uma lenda. Participaram 57 alunos da Educação de Jovens e Adultos (EJA) da rede municipal de uma cidade do interior de São Paulo, sendo que 27 (47,37%) cursavam a terceira série do ensino fundamental e 30 (52,63%) cursavam a quarta série. A análise dos resultados foi possível a partir da categorização e da análise comparativa dos erros apresentados nas atividades. Os resultados indicaram que as principais dificuldades de escrita se relacionam ao apoio na oralidade, mais especificamente quando se trata de palavras que empregam sílabas compostas, dígrafos e letras que representam vários sons. Na escrita de frases e textos, destaca- se a dificuldade de segmentar as palavras. Os tipos de erros mais freqüentes foram semelhantes nas duas atividades de escrita propostas. Palavras - chave: avaliação; escrita; ortografia; Educação de Jovens e Adultos. Abstract The object of the present work was to analyze the spelling in dictation activities and rewriting of a folk lore tale. The participants were 57 students from the program of Education of Young and Adults ( EJA) from a city situated in the interior of Sao Paulo state –Brazil, being 27 (47.37%) in 3rd grade primary school and 30 (52.63%) in the 4th grade. The analysis of the results was possible through the categorization and comparative analysis of the mistakes shown in the activities. The results showed that the difficulties regarding writing are most related to the support in oral speech mainly when it comes to compound- syllable words, digraphs and letters that can represent several sounds. When it comes to writing, phrases and texts, the difficulty to segment the words are pointed out. The most frequent kinds of mistakes were the same in the two writing activities given. Key words: Evaluation; Writing; Spelling; The Young and Adults.


2010 ◽  
Vol 25 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Suzely Adas Saliba Moimaz ◽  
Adriana Cristina Oliva Costa ◽  
Lígia Prandi da Silva ◽  
Orlando Saliba ◽  
Cléa Adas Saliba Garbin ◽  
...  

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