Vi presenterar i detta arbete ett förslag på kursupplägg för att undervisa emancipatoriskt i historia på gymnasiet. Tanken med vårt förslag är att utforma en undervisning som kopplar elevens livsvärld tillbåde nutid och dåtidshistoria. Syftet med detta kursupplägg äratt jobba innanför ramarna för gy 11 men ge ett nytt sätt att bedriva historieundervisning på. Historiemedvetande, emancipation, den dubbla tankeprocessen och Biestas trefunktionsmodell ärde centrala teoretiska begreppen för detta utvecklingsarbetes utformning och utvärdering. Kursupplägget är uppbyggt utefter en kronologisk historieförmedling i enlighet med den som förespråkas i läroplanen. Utöver den vanliga historieundervisningen läggs den dubbla tankeprocessen för att bidra till de nutidskopplingar i form av eleverfarenheter som ska göras i undervisningen. Vi tror att denna undervisning hjälper till att fördjupa, bredda och utveckla elevernas historiemedvetande. Genom att arbeta utefter den dubbla tankeprocessen och en kronologisk historia tror vi att denna historieundervisning leder till en starkare koppling mellan eleven livsvärld och den stora historien. Vår förhoppning är att detta i sin tur leder till en emancipatorisk undervisning. / We present in this work a suggested course plan to teach emancipatory history in high school. The idea behind our proposal was to design an education that linked into the student's life-world in both the past and present history. The purpose of this course plan was to work within the limits of Gy 11 but provide a new way to carry on history teaching. History awareness, emancipation, the dual thinking process and Biestas three function model was the key theoretical concepts for this development study’s design and evaluation. Course set-up is built along a chronological history mediation in accordance with the one advocated in the curriculum. On top of the usual teaching of history is the dual thinking process to contribute to the contemporary fittings in the form of student experiences to be made in education. We believe that this teaching will help to deepen, broaden and develop students' historical consciousness. By working along the dual thinking process and a chronological history, we believe that this history teaching leads to a stronger link between the student's life-world and the great history. Our hope is that this in turn leads to an emancipatory education.

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Situated in Virginia's Lower Shenandoah Valley, Winchester, Virginia, endured numerous occupations during the Civil War. Arguably the worst the townspeople endured was General Robert Huston Milroy's—January 1, 1863-June 15, 1863. A staunch abolitionist and fervent supporter of the Union, Milroy fought a war not only against Confederate troops, but against the Confederate population as well. He firmly believed that only an Old-Testament style scourge of the land could rid this country of slavery and restore the Union. Milroy's strong convictions moved him to inflict his will on Winchester's population. Exiles, arrests of civilians (women and children included), secret detectives, and widespread destruction of property, were the norm during Milroy's occupation. While this study examines Milroy's biography from birth to death, its focus is on his six month tenure as military commander in Winchester. General Milroy has never before been the subject of an in depth biographical study. His military career was plagued by his constant bickering with West Point graduates. Ultimately it was his contempt for West Pointers that brought a rapid conclusion to his military career. He despised professional soldiers and spent his Civil War career trying to prove that non-professional volunteer officers were equal or better in ability to graduates of the United States Military Academy. "My will is absolute law" also serves as a valuable tool for scholars interested in understanding the undying Confederate spirit on the home front and how Federal soldiers initially enforced President Abraham Lincoln's Emancipation Proclamation in occupied areas. / Master of Arts

In the fall of 1864, Maryland became the first Border State to abolish slavery with the adoption of a new state constitution. In order to best understand the evolution of this event, the purpose of this study was to examine the civil-military relations of Maryland during the Civil War and how these relations affected the institution of slavery in the state. Therefore, the main argument is that the conflict between military and civil authorities in Maryland during the war revealed two points: first, that the federal government maintained a faithful vigilance over the state during the war and second, that the federal government exploited a fading slavery system to not only eliminate any possibility of Maryland entering the Confederacy, but also destroy any degree of Border State neutrality. / by Brian Thomas Dunne. / Thesis (M.A.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

I denna uppsats gör jag en textanalys av tre årgångar av tidskriften Vi föräldrar: 1968, 1983 och 1994. Jag ställer frågan vilka bilder av föräldraskap, framförallt faderskap, som framkommer i tidskriften och hur jämställd relationen mellan pappa och mamma är. Avspeglar sig tankar om ”den dubbla emancipationen” – det vill säga att både kvinnor och män ska delta i såväl yrkesarbete som i arbetet med hem och barn – i tidskriften och sker det några förändringar över tid? Som inramning till min analys beskriver jag det samhälleliga och politiska sammanhanget när det gäller föräldraskap och jämställdhet under den tid då respektive årgång gavs ut. Jag använder mig av teoretiska resonemang om bland annat barnorienterad maskulinitet och diskursen om det olika föräldraskapet i min analys. Min beskrivning och analys av de tre årgångarna visar att tidskriften genomgår stora förändringar över tid. Bilden av föräldraskapet och jämställdheten i tidskriften motsvarar väl det sammanhang i vilket den ges ut. Pappa är 1968 en relativt frånvarande familjeförsörjare men har 1994 blivit en delaktig familjefar. Samtidigt har han, fortfarande 1994, långt större möjlighet än mamma att välja nivå på sitt engagemang i barnen och hemmet. Att pappa spenderar tid med barnen och tar ut en större del av föräldraledigheten är något som i alla fall i de två senare årgångarna ses som positivt, även om det i årgång 1983 ofta betonas att papparollen inte får bli för lik mammarollen. Mamma har dock alltid huvudansvaret för barnen och hemmet och pappas delaktighet lyfts inte fram som viktig för hennes skull utan som något som i första hand är bra för barnen och för hans egen personliga utveckling. Min slutsats är att tidskriften Vi föräldrar under denna period inte kan sägas ha varit en tydlig förespråkare för den dubbla emancipationen. / In this essay, I carry out a text analysis of three volumes of the Swedish monthly magazine Vi föräldrar: 1968, 1983 and 1994. I examine what kind of images of parenthood, particularly fatherhood, the magazine reflects, and the relationship between mum and dad in terms of gender equality. Does the idea of so-called double emancipation – that both men and women are to participate in working life as well as in childcare and housework – manifest itself in the magazine and are there changes over time? As a contextual framework for my analysis, I use a separate section of the essay to describe the societal and political context as regards family and equal opportunities policy in the periods during which each of the three analysed volumes were originally published. Theoretically, the analysis utilises discussions and research on child-oriented masculinity, and the gender differentiated parenthood discourse. My description and analysis of the three volumes makes apparent that the magazine undergoes major changes over time. The images of parenthood and gender equality in each volume correspond to the social and political context in which it was published. In 1968, dad is a relatively absent breadwinner, whereas in 1994 he has become more of a family man. However, even in the 1994 volume, he retains the privilege of being able to choose the level of his commitment to the family in a way that mum never can. The fact that dad spends more time with the children and takes a greater share of parental leave is something that, at least in the two later volumes, is seen as something positive , even though the importance of differentiating fatherhood from motherhood is frequently stressed in the 1983 volume. Still, throughout the period mom is the primary carer as well as the one responsible for the housework, and dad’s involvement is not primarily seen as beneficial for her, but rather as something that is good for the children and for his personal growth. My conclusion is that the magazine Vi föräldrar cannot be said to be a strong advocate for double emancipation.Key

This research work aims at the current proposals of regulation of prostitution in Brazil which are issued by the Law Projects (LP) 4244/04 and 98/03. Having as a methodological referential the presuppositions of the marxian ontology of the social being the goal is conceived as a concrete totality moment. By treating the regulation of prostitution from this perspective the traces that particularize the current context, on which the legal propositions come out, will emerge since there is a possibility to prove which historical subjects are interested in the regulation of activity including their purposes as well as the discourses about the subject. In order to understand the main character present in the process, the prostitutes, an exposition about the collective organization of the Brazilian prostitutes is shown as well as their aims and petitory actions. Considering that the Law Projects are expressions of an specific context in which the state regulates the activity the prostitution -, this research work presents the historical antecedents of the regulation, such as: in class society prior to capitalism, regulations inside capitalism, and regulations that happened earlier in Brazil. The presence of these historical elements contributes to make clear that the regulation of prostitution happens, indeed, because this is the role of the state in a class society. What historically varies and is revealed in different contexts is the concrete response given by the state to regulate the activity prohibiting or else setting free under rules, for instance. As for the proposals which have not yet been approved in Brazil, the discussion until now has floated between the rejection of the regulation by the moral argument, and the approval through the market freedom. By analyzing the dissolution of the current context, this research discusses the possibilities of a possible regulation pointing out the visualized limits as from the point of view of an emancipated policy regarding to the Brazilian case (access to the rights, equal treatments, overcome of the stigma of dishonored women) -, as of the possibility of emancipated human, considering the form of political intervention prioritized until then. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho tem como objeto de estudo as atuais propostas de regulamentação da prostituição no Brasil, expressas pelos Projetos de Lei (PL) 4244/04 e 98/03. Tendo como referencial metodológico os pressupostos da ontologia marxiana do ser social, o objeto é concebido como momento de uma totalidade concreta. Ao tratar da regulamentação da prostituição a partir dessa perspectiva, apresenta-se os traços que particularizam o atual contexto no qual surgem as proposições jurídicas, ao passo que evidencia-se quais os sujeitos históricos interessados na regulamentação da atividade, incluindo seus propósitos e os discursos a respeito do assunto. Para compreender o principal sujeito presente no processo, as prostitutas, apresentase uma exposição sobre a organização coletiva das prostitutas brasileiras, assim como seus objetivos e reivindicações. Considerando que os Projetos de Lei são expressões de um determinado contexto em que o Estado regula a atividade a prostituição -, o trabalho apresenta os antecedentes históricos da regulamentação: em sociedades de classe anteriores ao capitalismo, regulamentações no interior do capitalismo e regulamentações ocorridas anteriormente no Brasil. A presença desses elementos históricos contribui para evidenciar que a regulamentação da prostituição ocorre porque, de fato, esse é o papel do Estado na sociedade de classes. O que varia historicamente, fato revelado nos diferentes contextos, é a resposta concreta dada pelo Estado para regular a atividade, proibindo ou liberando sob regras, por exemplo. Com relação às propostas ainda não aprovadas no Brasil, a discussão até agora tem pendulado entre a rejeição da regulamentação pelo argumento moral e a aprovação pelo viés da liberdade do mercado. Ao analisar as determinações do atual contexto, a pesquisa discute as possibilidades decorrentes de uma possível regulamentação, apontando os limites visualizados tanto do ponto de vista de uma emancipação política de fato - em se tratando do caso brasileiro (acesso a direitos, tratamento igualitário efetivo, superação do estigma de mulheres desonradas ) -, quanto da possibilidade de emancipação humana, considerando as formas de intervenção política priorizadas até então.

Submitted by Danilo César (danilorcesar@gmail.com) on 2014-09-12T13:27:42Z No. of bitstreams: 1 Tese_revisada_final.pdf: 6334593 bytes, checksum: 4e1a3aea2ab8885f09cdb4d341f2b8a6 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-09-17T19:46:40Z (GMT) No. of bitstreams: 1 Tese_revisada_final.pdf: 6334593 bytes, checksum: 4e1a3aea2ab8885f09cdb4d341f2b8a6 (MD5) / Made available in DSpace on 2014-09-17T19:46:41Z (GMT). No. of bitstreams: 1 Tese_revisada_final.pdf: 6334593 bytes, checksum: 4e1a3aea2ab8885f09cdb4d341f2b8a6 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES, Brasil. / Esta investigação se propõe a analisar e a discutir documentos (diário de bordo, respostas a um questionário e gravações de vídeo/áudio) resultantes das atividades em duas das sete oficinas ministradas sobre Robótica Pedagógica Livre: UNEB (Salvador/BA) – 2009/2010 e Universidad de la República/UY (Taller de Arte y Programación – TAP) – 2010, além da apresentação preliminar, por mapas cognitivos, das outras cinco oficinas realizadas no quadro desta pesquisa. Pretende-se, assim, propor uma metodologia de difusão do conhecimento sobre/para Robótica Pedagógica Livre (RPL), tratar e refletir sobre as experiências de aprendizagem – relacionadas às dificuldades e à cognição – vivenciadas pelos educandos no processo de formação e multiplicação na/para produção e difusão do conhecimento sobre/para a RPL. Para isso, emprega-se como metodologia a pesquisa-ação multirreferencial para análise dos documentos e considerações sobre as dificuldades vivenciadas no Espaço Multirreferencial de Aprendizagem (EMA) da RPL. Esse EMA é ocupado por áreas de significação que abrangem o campo da subjetividade, como as emoções (desejos, medos, insegurança, resistência, ansiedade, dúvida, angústias), as novidades e a tomada de decisão, principalmente. Tais áreas de significação se associam, por exemplo, ao domínio do assunto, sistema operacional (Linux) e seus aplicativos, ao manuseio de peças eletroeletrônicas e componentes eletrônicos e à apreensão da linguagem de programação. O processo de formação e multiplicação se organiza da seguinte forma: inicia-se com a apropriação pelos educandos das informações compartilhadas nas atividades da oficina, perpassa o rompimento/transcendência do espaço de acomodação superando as dificuldades vivenciadas, levando-os à reflexão sobre o processo de aprendizagem e propiciando dois momentos de emancipação sociodigital – o desenvolvimento das atividades dentro das oficinas e a multiplicação desses conhecimentos da RPL em outros espaços de aprendizagem (como foi o caso do planejamento e execução de uma atividade de RPL na I Jornada Pedagógica da UNEB, da elaboração e publicação de uma página web sobre propostas pedagógicas da RPL, da escrita e publicação de um artigo científico pelos educandos do TAP, então tornados atores protagonistas do processo de ensino e de aprendizagem). Nas atividades ministradas nas oficinas de RPL, momento essencialmente de formação dos educandos, são desenvolvidos kits de robótica livres e/ou artefatos cognitivos e, no momento de multiplicação, eles replicam e difundem atividades, que foram significativas, em outros espaços de aprendizagem. Nesses dois momentos de emancipação sociodigital, os atores (res)significam as suas experiências de aprendizagem e democratizam o conhecimento fora dos espaços escolares. / ABSTRACT This research aims to analyze and discuss documents (logbook, answers to a questionnaire and recording video/audio) resulting from activities in two of the seven workshops given on Free Pedagogical Robotics: UNEB (Salvador/BA) – 2009 /2010 and University of la República/UY (Taller de Arte y Programación – TAP) – 2010, beyond the preliminary presentation, by cognitive maps, of other five workshops held as part of this research. It is intended, therefore, to propose a methodology for the dissemination of knowledge about/for Free Pedagogical Robotics (FPR), treat and reflect on learning experiences – related to the difficulties and cognition – experienced by learners in the process of formation and multiplication in/for production and dissemination of knowledge about/to FPR. For this, it employs as methodology Action Research Multireferential for document analysis and consideration of the difficulties experienced in Multireferential Space of Learning (MSL) of FPR. This MSL is occupied by areas of significance covering the field of subjectivity, as emotions (wishes, fears, insecurity, resistance, anxiety, doubt, anxiety), news and decision making, mostly. Such areas of significance are associated, for example, to the subject domain, the operating system (Linux) and its applications, handling of electro-electronic parts and of electronic components, and the seizure of the programming language. The process of formation and multiplication is organized as follows: it starts with the ownership by students of the information shared in the workshop activities, permeates the disruption/transcendence of accommodation space overcoming the difficulties experienced, causing them to reflect on the process learning and providing two moments of socio-digital emancipation – development of activities within the workshops and the multiplication of knowledge of FPR in other learning spaces (as was the case with the planning and execution of an activity in “I Jornada Pedagogica da UNEB”, the preparation and publication of FPR pedagogical proposals in a web page, writing and publication of a scientific paper by the students of the TAP; when they become protagonist in the process of teaching and learning). In activities taught in the workshops of FPR, time essentially to students formation, free robotic kits and/or cognitive artifacts are developed and, in time multiplication, they replicate and spread activities, which were significant, in other learning spaces. These two moments of sociodigital emancipation, actors (re)signify their learning experiences and democratize knowledge outside of school spaces.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-10-02T13:05:40Z No. of bitstreams: 1 arquivototal.pdf: 2387168 bytes, checksum: 9b9dcd1a117b6ad62ae37fd881e18c17 (MD5) / Made available in DSpace on 2017-10-02T13:05:40Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2387168 bytes, checksum: 9b9dcd1a117b6ad62ae37fd881e18c17 (MD5) Previous issue date: 2017-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The thesis The theory of emancipation in Karl Marx and Jürgen Habermas aims to understand the conceptual historical development of emancipation’s notion. The emergence of this concept occurs in the universe of Roman law and remain with this characteristic until the eighteenth century, in the Enlightenment movement, when it will receive new meanings. The emancipation’s concept is present in the Karl Marx and Jürgen Habermas’s thinking, from distinct categories, respectively, work and interaction, but within the same notion of Enlightenment rationality. Our hypothesis is that a relation of distinction between the competing thoughts of these authors is established, but that it will enable the understanding of the theory of the emancipation of both, arising from influences of the Enlightenment. To answer this problem we go through four stages: first, we approach the state of the art of emancipation’s concept; Second, we investigate the notion of human emancipation in Marx; Third, we analyze the emancipatory conception of Habermas and fourth, we approach a critique of the habermasian notion from contemporary philosophy. / Le sujet de cette thèse comprendre dans ‘La théorie de l'émancipation en Karl Marx et Jürgen Habermas’, vise à comprendre le développement historique et conceptuel de la notion d'émancipation. L'émergence du concept d’émancipation se produit dans l'univers du droit romain et de rester avec cette fonction jusqu'au XVIIIe siècle, le mouvement des Lumières, un temps que recevront de nouvelles significations. Le concept d'émancipation est présent dans la pensée de Karl Marx et Jürgen Habermas, de différentes catégories, respectivement, soit les catégories de travail et de l'interaction, cependant, dans la même notion de rationalité des Lumières. Notre hypothèse est qu'il ya une relation qui distingue la notion de émancipation entre les pensées concurrents de chaque auteur, et que, d'autre part, permettre la compréhension de la théorie de l'émancipation parmi les philosophes allemands, montrant en particulier l'influence des Lumières. Pour répondre à ce problème, nous choisissons quatre étapes: tout d'abord, nous avons abordé l'état d’art du concept de l’émancipation; en deuxième lieu, nous étudions la notion d'émancipation humaine chez Marx; ensuite, nous analysons la conception émancipatrice de Habermas; et finalement, nous traitons de la critique de la notion de Habermas sur la philosophie contemporaine. / A tese A teoria da emancipação em Karl Marx e Jürgen Habermas objetiva compreender o desenvolvimento histórico conceitual da noção de emancipação. O surgimento deste conceito dá-se no universo do direito romano e mantêm-se com esta característica até o século XVIII, no movimento iluminista, quando receberá novas significações. O conceito de emancipação está presente no pensamento de Karl Marx e de Jürgen Habermas, a partir de categorias distintas, respectivamente, trabalho e interação, mas dentro de uma mesma noção de racionalidade iluminista. Nossa hipótese é que se estabelece uma relação de distinção entre os pensamentos concorrentes destes autores, mas que possibilitará a compreensão da teoria da emancipação de ambos, surgidas de influências do Iluminismo. Para responder a este problema percorremos quatro etapas: primeiro, abordamos o estado da arte do conceito de emancipação; segundo, investigamos a noção de emancipação humana em Marx; terceiro, analisamos a concepção emancipatória de Habermas e, quarto, abordamos uma crítica a noção habermasiana a partir da filosofia contemporânea.