scholarly journals Cultura, cidadania e patrimônio cultural: interfaces entre a escola, a cidade e as políticas culturais na cidade de Guararema, SP

Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 319
Author(s):  
Francisco Carlos Franco ◽  
Rosalia Maria Netto Prados ◽  
Luci Mendes Bonini
Keyword(s):  
Cultural Heritage ◽  
Formal Education ◽  
Basic Education ◽  
Cultural Property ◽  
Critical Perspective ◽  
Cultural Policies ◽  
Heritage Education ◽  
First Results ◽  
The City ◽  
Patrimoine Culturel

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p319</p><p>O presente texto aborda a questão do patrimônio material e imaterial e seu potencial educativo na formação cidadã de alunos da educação básica. Tem como objetivo refletir sobre as perspectivas de desenvolvimento de uma Educação Patrimonial em uma cidade educadora. Fundamenta essa discussão estudos que analisam a educação sob uma perspectiva crítica, em que esta supere a simples transmissão e contemplação dos bens patrimoniais destituídas de sentido, presentes em muitas propostas educativas em instituições de educação formal e não formal, de modo, ainda, que haja colaboração com a gestão do patrimônio cultural. Sendo assim, este texto contempla reflexões sobre a educação patrimonial como uma área emergente na educação e analisa uma experiência na região do alto Tietê, no município de Guararema. Os primeiros resultados apontam para considerações de que a Educação Patrimonial deve ser um diálogo permanente entre as vivências, experiências e percepções dos educandos e cidadãos ante os bens culturais e suas formas de ser e de agir cotidianos, com os conteúdos escolares e ações educativas desenvolvidas nas unidades escolares e instituições culturais, como forma de entender os processos constituintes de sua identidade cultural auxiliando na gestão do patrimônio cultural.</p><p> </p><p><strong>Culture, citizenship and cultural heritage: interfaces between the school, the city and cultural policies in the city of Guararema, SP </strong></p><p> <strong>Abstract</strong></p><p>This paper addresses the issue of tangible and intangible heritage and its educational potential in formation of citizenship of basic education students. It aims to reflect on the perspectives for developing a heritage education in an educating city. This discussion is based in the Heritage Education in studies which examine education from a critical perspective , in that it exceeds the simple transmission and contemplation of the property meaningless, present in many proposals on educational institutions and formal education, and non-formal, so also there is collaboration with the management of cultural heritage. This discussion is based in studies which examine education from a critical perspective , in which it exceeds the simple transmission and contemplation of the property meaningless, present in many  educational proposal in formal education, and non-formal institutions, although there is collaboration with the management of cultural heritage. This article includes reflections on heritage education as an emerging field in education and analyzes the experience in the upper Tietê, in the municipality of Guararema, in São Paulo state. The first results indicate that the considerations of that heritage education should be an ongoing dialogue among the experiences, perceptions and participation of students and citizens about cultural property and their ways of being and acting everyday with learning contents and educational activities developed in school units and in cultural institutions as a way to understand the constituent processes of cultural identity assisting in the management of cultural heritage.</p><p><strong>Keywords:</strong> Heritage Education. Cultural Policies. Educating City.</p><p><strong> </strong></p><p><strong>Culture, citoyenneté et patrimoine culturel: les interfaces entre l'école, la ville et les politiques culturelles dans la ville de Guararema, SP</strong></p><p> </p><p><strong>Résumé</strong></p><p>Cet article traite de la question du patrimoine matériel et immatériel et de leur potentiel éducatif dans la formation des étudiants à la citoyenneté dans l'éducation de base. Vise à réfléchir sur les perspectives de développement d’une éducation au patrimoine dans une ville éducatrice. Sur la base on a des études qui analysent l’éducation au patrimoine dans une perspective critique, pour surmonter la simple transmission et la contemplation des biens patrimoniales sans signification, présent dans de nombreuses propositions d'enseignement dans les établissements d'éducation formelle et non formelle, de moyen qui puisse exister la collaboration avec la gestion du patrimoine culturel. Cet article contient des réflexions sur la pédagogie du patrimoine comme un domaine émergent dans l'éducation et analyse l'expérience dans la région de l’Alto Tietê, dans la ville de Guararema. Les premiers résultats indiquent que les considérations sur l'Éducation au Patrimoine devraient être un dialogue permanent entre les connaissances, les perceptions et les expériences des étudiants et des citoyens devant les biens culturels et leurs manières d'être et d'agir quotidiennes, et les contenus d'apprentissage et des activités éducatives développées dans les unités scolaires et les institutions culturelles, comme un moyen de comprendre les processus constitutifs de leur identité culturelle en aident la gestion du patrimoine culturel.</p><p><strong>Mots-clés:</strong> Éducation au Patrimoine. Ville Éducatrice. Patrimoine Culturel.</p>

scholarly journals Design methodology for 360° immersive video applications: the case study of a cultural heritage virtual tour

2020 ◽  
Vol 24 (6) ◽  
pp. 843-859 ◽  
Author(s):  
Lemonia Argyriou ◽  
Daphne Economou ◽  
Vassiliki Bouki
Keyword(s):  
Cultural Heritage ◽  
Design Methodology ◽  
Design Guidelines ◽  
Virtual Tour ◽  
Head Mounted Display ◽  
Sense Of Presence ◽  
Heritage Education ◽  
Education Design ◽  
The City

AbstractThree hundred sixty–degree (360°) immersive video applications for Head Mounted Display (HMD) devices offer great potential in providing engaging forms of experiential media solutions especially in Cultural Heritage education. Design challenges emerge though by this new kind of immersive media due to the 2D form of resources used for their construction, the lack of depth, the limited interaction and the need to address the sense of presence. In addition, the use of Virtual Reality (VR) headsets often causes nausea, or motion sickness effects imposing further implications in moderate motion design tasks. This paper introduces a methodological categorisation of tasks and techniques for the design of 360° immersive video applications. Following the design approach presented, a testbed application has been created as an immersive interactive virtual tour at the historical centre of the city of Rethymno in Crete, Greece, which has undergone user trials. Based on the analysis of the results of this study, a set of design guidelines for the implementation of 360° immersive video virtual tours is proposed.

Mother Tongue in Indigenous Script as Medium of Instruction

2017 ◽  
Vol 14 (1) ◽  
pp. 71-89
Author(s):  
Ruchira Das
Keyword(s):  
Cultural Heritage ◽  
Formal Education ◽  
West Bengal ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Tribal Community ◽  
Level Of Education ◽  
Primary Level ◽  
The Government ◽  
The City

Olchiki is the indigenous script of Santals, a dominant tribal community of West Bengal, formulated to promote and represent ‘adi’ cultural heritage and traditions in their mother tongue Santali. The script was recognised by the Government of West Bengal in 1978 and was introduced at the primary level of education. However, there have been contestations around its appropriateness as the medium of instruction for the migrant tribal community in the emerging context of the city and globalisation. These discourses have led to the formation of two distinct groups—those who support the introduction of Santali language in Olchiki as a means to formal education and those who resist usage of its script for schooling. In my article, I will present these conflicting views prevailing among the migrant Santals of a settlement called Santragachi, in Kolkata.

scholarly journals Building senses of "community": social memory, popular movements and political participation

2013 ◽  
Vol 10 (1) ◽  
pp. 134-144
Author(s):  
Ruth Cardoso
Keyword(s):  
Political Participation ◽  
Cultural Heritage ◽  
Social Memory ◽  
The State ◽  
Military Rule ◽  
Cultural Policies ◽  
The Creation ◽  
Sense Of Identity ◽  
Popular Movements ◽  
The City

This lecture followed by a debate concerns popular movements, in particular those which the author describes as libertarian, emerging in the city of São Paulo in the late 1970s and early 80s. It focuses on the building of memory, its relevance in creating a sense of identity and of community, and the issue of political participation. The latter was one of the mottos during the democratization of relations between society and the State in Brazil, following the years of military rule, as well as being a major challenge to the creation and development of cultural policies in the country and, among them, those relating to cultural heritage.

scholarly journals نفغانستاا رد نیوندبی ا یریخنگارتا رد تیاآغاز و بد ی هلمسا :یرد یه راوهگ

Slovo ◽  
2020 ◽  
Vol How to think of literary... ◽  
Author(s):  
Wali Ahmadi
Keyword(s):  
Cultural Heritage ◽  
Literary History ◽  
Literary Tradition ◽  
Literary Production ◽  
Historical Inquiry ◽  
Critical Perspective ◽  
Literary Historiography ◽  
Modern Period ◽  
International Audience ◽  
Patrimoine Culturel

International audience یا ،دحاو یمرکز تقدر کیادبیات فارسی در درازنای تاریخ در سرزمین پرپهنایی آفریده شده که هیچگاه به :کیده چ سنت نیااما، در سایه بینشی ملی گرایانه، تعریفی که ،نیونوزگار رده است. در وبنبا مرزهای مشخص، محدود یرکشو و افغانستان، با ناسیاسی در جغرافیای معینی به دست دهد، سامان پذیرفته است. در ایر یرحدود و ثغو ارادبی گسترده فرهنگی ییااستای دیدگاه ملی گررنان بنیادی در وچ مهو شهپژو عموضو نابه عنو مه ارسازه هایی که ادبیات رظهو تا دنابوده نبیشتر در پی آ نادار بوده است. ادبای اهل ایرروخبر یی هزد، تاریخ ادبیات فارسی از اهمیت ویژرنگاه می و یکسره ارگان ادبیات فارسی رجلوه دهند و بز ناگی سنت ادبی در سرزمین ایرراز شکوه و بز یینمایه ارپیشینه ادب فارسی د در شگوفایی فرهنگ فارسیوختا بر مرکزیت سرزمین دنااهل افغانستان، اما، پیوسته کوشیده نابخوانند. پژوهشگر ینایرا آنچه در بالا آمده است، نگاهی .دنفرهنگ پندار نیا یلصاشگاه رزادگاه و پرو ارو افغانستان دنزرتاکید و )یو فارسی در در زمینه اروبل ژ یارآ هتشبن نیاوبل. ژتاریخ ادبیات افغانستان اثر زنده یاد محمد حیدر شزرااست بر کتاب اثرگذار و باهای زبانشناسی تاریخی و تبارشناسی لغات به تحلیل می گیرد. Persian literatury has historically remained borderless, transcending any single polity or nationstate. In the modern period, however, nationalist reconfigurations of this literary tradition tend to ascribe to it a territorially bounded definition. Concurrent with the emergence of Persian as a scholarly discipline and a national institution in Iran and Afghanistan, Persian literary historiography has become a significant ground for contention and contestation. While Iranian scholars consider Persian literary history to epitomize the splendor of Iranian cultural heritage, Afghan scholars, in contrast, are keen to point out that the territory that constitutes Afghanistan can best claim to represent the “original” home of Persian literary efflorescence, the ground where Persian literary production emerged, developed, and came to full fruition. This paper offers a critical perspective on M. H. Zhubal’s Tarikh-i Adabiyat-i Afghanistan, a seminal and influential text of literary historical inquiry and philological investigation. La littérature persane est historiquement demeurée sans frontières, transcendant toute forme d’entité politique ou d’État‑nation. Cependant, à l’époque moderne, les reconfigurations nationalistes de cette tradition littéraire tendent à lui attribuer une définition territorialement limitée. Parallèlement à l’émergence du persan en tant que discipline académique et institution nationale en Iran et en Afghanistan, l’historiographie littéraire persane est devenue un terrain important de controverse et de contestation. Alors que les chercheurs iraniens considèrent l’histoire littéraire persane comme l’incarnation même de la splendeur du patrimoine culturel iranien, les chercheurs afghans, en revanche, tiennent à souligner que le territoire qui constitue l’Afghanistan peut le mieux prétendre représenter le foyer « originel » de l’efflorescence littéraire persane, le terrain où la production littéraire persane est née, a évolué et a pleinement porté ses fruits. Cet article offre une perspective critique sur Tarikh-i Adabiyat-i Afghanistan de M. H. Zhubal, texte fondamental et influent sur la recherche historique littéraire et philologique.

scholarly journals CLIC FOTOGRÁFICO TURÍSTICO E CAMINHOS DA MEMÓRIA: PROJETOS CULTURAIS EM CAXIAS DOS SUL/RS, BRASIL

2018 ◽  
Vol 2 ◽  
pp. 195
Author(s):  
Luiz Antonio Gloger Maroneze ◽  
Jamile Cezar de Moraes ◽  
Mary Sandra Guerra Ashton
Keyword(s):  
Cultural Heritage ◽  
Public Policies ◽  
Local Culture ◽  
Conceptual Basis ◽  
Heritage Education ◽  
The Relationship ◽  
The City

O objetivo desse artigo é analisar os projetos culturais Clic Fotográfico Turístico e Caminhos da Memória e suas contribuições para a discussão da cidadania em Caxias do Sul, RS. Quanto à metodologia, foram utilizadas a pesquisa bibliográfica e a documental para a constituição da base conceitual e a caracterização dos dois projetos respectivamente. Além da observação participante ao projeto Caminhos da Memória, aplicação de questionários e realização de entrevistas. Como resultados, verificou-se que as duas atividades propõem reflexões a respeito do patrimônio cultural caxiense, bem como da relação entre os residentes e a cidade por meio de uma visão voltada à cidadania. Tanto o conceito turista cidadão como a metodologia da educação patrimonial estão inseridas nas políticas públicas municipais, a fim de motivar a sociedade a participar ativamente na valorização da cultura, da identidade local e da memória para o desenvolvimento de Caxias do Sul.Palavras-chave: Turismo. Projetos culturais. Caxias do Sul/RS.ABSTRACTThis article aims at analyzing the cultural projects Clic Fotográfico Turístico and Caminhos da Memória and their contributions to the discussion on citizenship in Caxias do Sul/RS. With regard to the methodology, bibliographic and documentary researches have been carried out to build up the conceptual basis and the characterization of both projects, respectively. Besides participant observations in the project Caminhos da Memória, further investigation took place through questionnaires and interviews. As a result, the projects offer reflections on the cultural heritage from Caxias do Sul/RS, as well as on the relationship between residents and the city, through a citizenship perspective. Likewise, the citizen tourist concept and the heritage education methodology are inserted in the local public policies in order to motivate the society to actively participate in the enhancement of the local culture, identity and memory, for the development of Caxias do Sul.Keywords: Tourism. Cultural projects. Caxias do Sul/RS.

scholarly journals O PATRIMÔNIO CULTURAL NA EDUCAÇÃO ESCOLAR

2018 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Fernanda Alanna Machado Cavalcante ◽  
Isaide Bandeira da Silva
Keyword(s):  
Formal Education ◽  
Basic Education ◽  
Educational Process ◽  
Joint Effort ◽  
Children And Young People ◽  
Cultural Patrimony ◽  
Heritage Education ◽  
Education Environment ◽  
The Common ◽  
Over Time

Patrimônio é um conceito que adquiriu vários sentidos com o passar dos tempos, ganhando ressignificações no tempo e espaço. Este artigo objetiva mostrar essas conceituações, tal como apresentar formas de utilizar este conceito de uma maneira interdisciplinar, não recorrendo apenas ao lugar-comum do patrimônio que muitas vezes é atrelado à disciplina de História. O campo da educação patrimonial deve ser um esforço conjunto com outras disciplinas, seja ao se tratar dos bens patrimoniais naturais, que envolvem Geografia e Biologia, por exemplo, ou em manifestações de caráter sociológico ou antropológico. Dialogamos aqui com LONDRES (2012) FONSECA (2010), (2006), e GONÇALVES (2002). Muito se fala sobre a preservação do patrimônio, mas poucas são as ações que chegam até o ambiente da educação escolar formal. As crianças e jovens em formação devem ter contato com o tema transversal que é a pluralidade cultural e o professor deve incentivar o zelo para com os patrimônios. É recorrente a ausência das questões patrimoniais até mesmo na formação do professor, e este tem que beneficiar os alunos muitas vezes através de recursos próprios, entretanto, é sabido que o patrimônio cultural aparece nos livros didáticos, nem sempre utilizando esse conceito. Folclore e bens arquitetônicos são questões recorrentes nos materiais didáticos. Entretanto, dividir a tarefa de sensibilizar a comunidade escolar é uma atividade que exige o esforço de todos os envolvidos no processo educacional. O zelo pelo patrimônio público, cultural, natural, dentre tantos outros, deve ser assimilado ainda nos primeiros anos de formação educacional e cidadã. CULTURAL HERITAGE AT BASIC EDUCATION ABSTRACT Heritage is a concept that has acquired many meanings over time, gaining significations in time and space. This article aims to show these conceptualizations, as well as to present ways of using this concept in an interdisciplinary way, not resorting only to the common place of heritage that is often tied to the discipline of History. The field of heritage education must be a joint effort with other disciplines, be it in the case of natural patrimonial assets, which involve Geography and Biology, for example, or in manifestations of a sociological or anthropological character. We discuss here with LONDRES (2012) FONSECA (2010), (2006), and GONÇALVES (2002). Much is said about the preservation of heritage, but few actions reach the formal education environment. The children and young people in formation must have contact with the transversal theme that is the cultural plurality and the teacher should encourage the zeal towards the patrimony. There is a recurrence of the absence of patrimonial issues even in the formation of the teacher, and this has to benefit the students many times through own resources, however, it is known that the cultural patrimony appears in the textbooks, not always using this concept. Folklore and architectural goods are recurring issues in teaching materials. However, dividing the task of sensitizing the school community is an activity that requires the effort of all those involved in the educational process. The zeal for public, cultural, natural heritage, among many others, must be assimilated even in the first years of education and citizenship.

PROBLEMS OF CLASSIFICATION OF CULTURAL HERITAGE OBJECTS

2020 ◽  
Vol 10 (2) ◽  
pp. 158-168
Author(s):  
SVETLANA IVANOVA ◽  
Keyword(s):  
Cultural Heritage ◽  
Cultural Values ◽  
Research Work ◽  
Cultural Property ◽  
Cultural Inheritance ◽  
Federal Laws ◽  
Cultural Heritage Objects ◽  
Cultural Monuments

The purpose of the research work is to analyze the norms of Federal laws, as well as the laws of the Russian Federation's constituent entities, devoted to the definitions and classification of the concepts “cultural heritage”, “historical and cultural monuments”, “cultural values”. Conclusions obtained in the course of the research: based on the study of current legislation, it is concluded that the definitions of “cultural values”, “cultural property”, “objects of cultural inheritance” contained in various normative legal acts differ in content. Based on the research, the author proposes the concept of “cultural values”.

Regeneration of a historic city block: the example of the relocation of the historic Atelier building to the cloister area of the Congregation of the Resurrection in Krakow

2019 ◽  
Vol 63 (1) ◽  
pp. 77-86 ◽  
Author(s):  
Bogusław Podhalański ◽  
Anna Połtowicz
Keyword(s):  
Twentieth Century ◽  
Cultural Heritage ◽  
Steel Structure ◽  
City Block ◽  
Raising Awareness ◽  
Straight Line ◽  
Heritage Buildings ◽  
Heritage Building ◽  
Historic City ◽  
The City

Abstract The article discusses a project that features the relocation of the historic Atelier building, built by Krakow-based architect Wandalin Beringer (1839–1923) who was active in the early twentieth century, and the regeneration of a plot belonging to the Congregation of the Resurrection since 1885, which is located at 12 Łobzowska Street in Krakow. The method includes cutting the entire structure off at the foundation and then after reinforcing it with a steel structure transporting it in its entirety to the new location. The project included two possible variants of moving the building in a straight line, either by 21 or 59 metres and evaluates two projects of further regeneration, the adaptive reuse of the building as an exhibition and religious space as well as a proposal for the remodelling of the nearby plot that belongs to the Congregation into a space for meditation and as a recreational park. The aim of these measures is to prevent the demolition of this building, now over a century old, as a result of which a forgotten element of the cultural heritage of the city will be saved. This project was based on the results of analyses of the cultural and historical conditions of Krakow. The block of buildings in which the Atelier in question is located is a very attractive location, near to the very centre of Krakow, adjacent to residential, service and educational buildings. It is directly adjacent to the Monastery Complex of the Congregation of the Resurrection, listed as a heritage building under conservation protection (municipal registry of heritage buildings). In the second half of the twentieth century, the building was used as a workroom by artists such as Xawery Dunikowski and later by the sculptress Teodora Stasiak. The case of the Atelier may provide an inspiration for discussion as well as raising awareness among citizens and city authorities to avoid future situations in which cultural heritage may become forgotten or demolished.

SISTEM PENDUKUNG KEPUTUSAN PEMILIHAN GURU BERPRESTASI KOTA MEDAN MENERAPKAN METODE PREFERENCES SELECTION INDEX (STUDI KASUS : DINAS PENDIDIKAN KOTA MEDAN)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Fajar Syahputra ◽  
Mesran Mesran ◽  
Ikhwan Lubis ◽  
Agus Perdana Windarto
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
Formal Education ◽  
Basic Education ◽  
Selection Index ◽  
Main Task ◽  
Selection Of

The teacher is a major milestone in the world of education, the ability and achievement of students cannot be separated from the role of a teacher in teaching and guiding students. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, in Article 1 explained that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education and education medium. Whereas in Article 4 of the Act, it is explained that the position of teachers as professionals serves to enhance the dignity and role of teachers as learning agents to function to improve the quality of national education.Decision making is an election process, among various alternatives that aim to meet one or several targets. The decision-making system has 4 phases, namely intelligence, design, choice and implementation. These phases are the basis for decision making, which ends with a recommendation.The Preferences Selection Index (PSI) method is a rarely used decision support system method. This method is a method developed by stevanie and Bhatt (2010) to solve the Multi Criteria Decision Making (MCDM). With the right consideration, this method can be one of the tools to determine policies in decision-making systems, especially the selection of outstanding teachers. Determination of policies taken as a basis for decision making, must use criteria that can be defined clearly and objectively.Keywords: Decision Support System, PSI, Selection of Achieving Teachers

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