Thesis deals with secondary school teachers traveling abroad in the first third of the 20th century. The main theme of the particular path of teachers, which includes a selection of the country you wish to visit, motives, during the journey, and ultimately outcomes, or if the use of knowledge acquired in the classroom. Teachers focus on natural sciences, humanities and vocational subjects influenced the selection of the target country and its further learning, so teachers are divided according to the following criteria into three groups. On the basis of articles and reports that teachers had left on the road, the focus inter alia on the following themes: everyday life, local residents and Czech countrymen. Teachers also noticed foreign schools and compared them with schools Czech. To a lesser extent, the work deals with the possibilities of traveling in general at this time, the development of transport and tourism, which contributed to increased people's interest in exploring foreign countries.

In the decades leading up to the First World War, the Swedish army (as the rest of Swedish society) was greatly influenced by Germany (i.e. subject primarily to Prussian military influence). German equipment was purchased and German training methods and ways of organizing military units were copied. Apart from such easily discernible traces of German influence, the Swedish officer corps - according to earlier research - harboured sympathies for Germany and the German Army. But did the German influences, and the sympathies for Germany, also result in a professional bias – i.e. in a lack of professional objectivity? The purpose of this essay is to examine whether the officer corps of the Swedish army in the period 1900-1914 managed to achieve a level of professional objectivity, i.e. if it in a systematic way endeavoured to study the military development in other countries than Germany. Earlier research has shown that Swedish officers travelled to all major European countries in order to study a wide range of subjects. The essay connects on to these results but also strives to examine the study tours as well as the officers who undertook them in greater depth. The author examines reports written by Swedish officers who studied in France between 1900 and 1914 as well as contemporary army lists.  In the essay two main questions are raised: 1. Which were the subjects for Swedish military study tours to France before the First World War? 2. Which categories of officers (rank, posting, career etc.) undertook such tours? The following main results are presented: A very wide range of subjects were studied – all relevant to Swedish military development of that time. The coverage of subjects was probably due to a systematic approach from the army authorities responsible for the approval of money for the tours. The officers who studied abroad were drawn from various units and backgrounds. The result of the examination of contemporary army lists shows that a high percentage of them later enjoyed successful military careers (e.g. what seems to be a higher than average percentage were later promoted to the rank of full colonel) – and that the army put the knowledge acquired abroad to use. An indication of the latter is that many of them, after having studied abroad, were given postings with a connection to the subjects they had studied in France. All in all, the results indicate that the Swedish officer corps achieved a level of professional objectivity in spite of the strong German influences of that time.

Made available in DSpace on 2015-05-07T15:09:34Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 13916909 bytes, checksum: e1f636dd42ef3b8fd0134941d5f13033 (MD5) Previous issue date: 2014-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is linked to the Line of Teaching-Learning Processes at the Post-Graduation Program in Education PPGE, at the Federal University of Paraíba - UFPB, the campus in João Pessoa. Thus, the discussion in analysis has the general objective to investigate the perception of the students in relation to the construction and use of Concept Maps as a tool for Meaningful Learning about the Caatinga biome. The study is based on theories by Ausubel et al (1980) and Ausubel (2003) regarding Meaningful Learning, Novak (2000) in relation to the use of Concept Maps as an instrument to make the students learn how to learn and structure their knowledge, and Krasilchik (2011) when it comes to field studies, more specifically Guided Study Tours. This study was carried out with 24 students in the 3rd grade of the State High School in Monteiro, Paraíba. Initially, we made a pedagogical intervention where a questionnaire was carried out with the students about the content of the Caatinga biome, in order to identify some subsumer elements. Thereafter, we ministered an expository class about this content to these students, in which we organized the activities in accordance with Ausubel s Theory of Meaningful Learning, taking into consideration the Progressive Differentiation and the Integrative Reconciliation. Later on, we carried out a Guided Study Tour to a private property and Environmentally Protected Area called Manga do Forno in the municipality of Monteiro. After that, we offered workshops on Concept Maps, where the students had the opportunity to construct their own Concept Maps, oriented by the content about the Caatinga biome and their reflections from the Guided Tour. After the conclusion of this pedagogical intervention we carried out semi-structured interviews with five of the participating students. The methodology used in this research can be classified as a field study with a quantitative-qualitative approach, because, although them being different, we see them as complementary. To analyze the gathered data, we used Bardin s Content Analysis (2011), in order to understand if our a priori about the study object are supported or not. Thus, we tried to break our first impressions and make a careful and relevant analysis of our research source. From our analysis and discussion of the data, we can perceive that the majority of the students already had been in contact with Concept Maps; that they believe that the Concept Maps contributed to their learning about the Caatinga biome; that the fact that they already had some understanding about the content facilitated the construction of the Concept Maps; that the contextualization of the content contributed to the creation of the maps; and that they can use Concept maps not only to learn biology contents, but also in other subjects. Thus, we can infer that the students managed to perceive the Concept Maps as a tool that enables Meaningful Learning, and that it also helps in the construction, structuration and extension of knowledge. / Essa pesquisa está vinculada a Linha de Processos de Ensino-Aprendizagem, do Programa de Pós-Graduação em Educação PPGE, da Universidade Federal da Paraíba - UFPB, campus de João Pessoa. Assim, a discussão em análise tem como objetivo geral investigar a percepção dos/as alunos/as no tocante à construção e do uso dos Mapas Conceituais, enquanto uma ferramenta para uma Aprendizagem Significativa acerca do conteúdo Bioma Caatinga. Para tanto, embasamo-nos teoricamente em Ausubel et al. (1980) e Ausubel (2003) no que diz respeito à Aprendizagem Significativa, Novak (2000) no que tange à utilização da técnica dos Mapas Conceituais como ferramenta que possibilita ao/a aluno/a a aprender a aprender e como estruturador do conhecimento e Krasilchik (2011) para discutirmos sobre estudos do meio, mais especificamente, acerca da Visita Guiada. Este trabalho foi realizado com 24 alunos/as da 3ª série C do Ensino Médio de uma Escola da Rede Estadual de Monteiro-PB. Inicialmente, realizamos uma intervenção pedagógica em que aplicamos um questionário aos/as alunos/as acerca do conteúdo Bioma Caatinga a fim de identificarmos alguns elementos subsunçores; em seguida, ministramos para estes uma aula expositiva sobre o conteúdo já evidenciado, em que organizamos as atividades de acordo com a Teoria da Aprendizagem Significativa (TAS) de Ausubel levando em consideração a Diferenciação Progressiva e a Reconciliação Integrativa. Posteriormente, realizamos uma Visita Guiada a uma propriedade privada e Área de Preservação Ambiental localizada no município de Monteiro PB denominada Manga do Forno . Em um momento seguinte, oferecemos aos/as alunos/as atividades sobre Mapas Conceituais em que eles/as tiveram a oportunidade de construir seus próprios mapas tomando como norte o conteúdo Bioma Caatinga e as reflexões desencadeadas a partir da Visita Guiada. Após concluirmos este momento de intervenção pedagógica, realizamos entrevistas semiestruturadas com cinco alunos/as pertencentes à turma partícipe da pesquisa. Ainda, no que diz respeito à metodologia, classificamos esta de acordo com a estratégia como sendo uma pesquisa de campo e no que diz respeito à natureza, apresenta-se como uma abordagem quantiqualitativa, pois, apesar de serem distintas, entendemos estas como complementares. Para analisamos os dados coletados, utilizamos a Análise de Conteúdo de Bardin (2011), numa perspectiva de compreendermos se os nossos a priori a respeito do objeto em estudo possuem sustentação ou não. Tentamos, assim, romper com impressões primeiras e construir uma leitura atenta e pertinente de nossa fonte de pesquisa. Sendo assim, diante da análise e discussão dos dados pudemos perceber que os/as alunos/as, em sua maioria, já haviam tido contato com os Mapas Conceituais; que eles/as acreditam que os estes contribuíram para a aprendizagem do conteúdo Bioma Caatinga; que o fato de já terem algum entendimento acerca do conteúdo trabalhado facilitou a construção deste; a contextualização do conteúdo contribuiu para a criação do mapa; e que o Mapa Conceitual pode ser utilizado para eles/as aprenderem os conteúdos não só de Biologia, mas também de outras disciplinas. Sendo assim, pudemos inferir que os/as alunos/as conseguiram perceber os Mapas Conceituais, como ferramenta que possibilita uma Aprendizagem Significativa, além de ajudar na construção, estruturação e ampliação do conhecimento.

A travers l’analyse des déplacements des souverains hellénistiques et des imperatores romains en Orient, ce travail entend éclairer le concept moderne de voyage officiel et démontrer la validité de cette catégorie pour caractériser les voyages de ces personnalités politiques antiques. Au-delà du critère du statut du voyageur, les sources mettent en lumière le rôle discriminant de l’infrastructure du voyage, ainsi que l’importance des procédures d’accueil public dans la reconnaissance collective de l’officiel. L’enquête conduit à souligner la dimension à la fois protocolaire et populaire de ce type de déplacement dont le caractère spectaculaire contribuait à assurer le retentissement exceptionnel pour en faire un [événement] local de grande ampleur. Manifestation de souveraineté, le voyage officiel s’inscrivait dans un processus de légitimation du pouvoir et constituait le cadre privilégié de la mise en scène de la personnalité politique : l’apparat et la théâtralisation du voyage autant que ses enjeux politiques majeurs peuvent être considérés comme des caractéristiques déterminantes du déplacement officiel. Cette réflexion pose également le problème de la pertinence de la dichotomie public/privé. Celle-ci n’est opératoire qu’à Rome où le concept de voyage fonctionnel est attesté, mais où l’on peut néanmoins observer une confusion entre la sphère de l’officium et celle de l’otium dans le cadre des déplacements des imperatores qui étaient l’occasion de démarches touristiques, culturelles ou religieuses révélatrices de la curiosité intellectuelle de ces personnages dont les séjours d’études puis les voyages officiels en Orient permettaient de satisfaire le philhellénisme. / Through the analysis of the travels of the hellenistic kings and the roman imperatores in the East, this work intends to throw light on the modern concept of official trip and to demonstrate the validity of this category to characterize the travels of these ancient political personalities. Beyond the criterion of the status of the traveller, sources bring to light the discriminating role of the infrastructure of the trip, as well as the importance of public reception in the collective recognition of the official. The inquiry leads to underline the formal and the popular dimension of this kind of trip whose spectacular character contributed to ensure his exceptional impact and turn it into a large-scale local event. As a demonstration of [sovereignty], the official trip was part of a process of legitimization of power and provided the privileged framework for the staging of the political personality : the pageantry and dramatization of the journey as much as [its] major political stakes can be considered as distinctive characteristics of the official trip. This study also raises the problem of the relevance of the public/private dichotomy. The latter is only effective in Rome where the concept of functional trip is attested, but where a confusion of the sphere of the officium and the otium can nevertheless be observed within the travels of the imperatores which were the opportunity of touristic, cultural and religious initiatives revealing the intellectual curiosity of these characters whose study tours and official trips in the East made it possible to satisfy their philhellenism.