Orientador: Jorge Sidney Coly Junior / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-09-11T20:54:06Z (GMT). No. of bitstreams: 1 Cavalcanti_JardelDias_M.pdf: 19951274 bytes, checksum: 166cb66d58afc7401ec25002937a4b86 (MD5) Previous issue date: 1998 / Resumo: Não informado. / Abstract: Not informed. / Mestrado / Mestre em História

Le tableau Jeunes filles dansant autour d'un obélisque peint par Hubert Robert en 1798 présente des motifs référant à plusieurs espaces temporels (Antiquité et Modernité) et géographiques (Égypte, Grèce et France). L'assemblage des motifs qu'il présente lui donne un caractère énigmatique. Selon Jean-Claude Bonnet, le tableau s'inscrit dans une catégorie d'oeuvres hétéroclites réalisées au cours de la décennie révolutionnaire (1789-1799) qui a été mise de côté par les historiens dû à l'incompréhension l'entourant et aux difficultés méthodiques qu'il posait. En nous fondant sur une approche relevant des valeurs issues de la franc-maçonnerie et des Lumières, trois thèmes prédominants du tableau seront étudiés de manière à résoudre son caractère hétéroclite: la fascination de l'Orient, la mise en scène théâtrale et la question de l'histoire et du patrimoine. À partir du concept de la brèche d'Hannah Arendt, une ouverture, un intervalle temporel entre le passé révolu et l'avenir incertain durant lequel l'homme est en attente et confus, nous articulerons des liens pouvant être établis entre la franc-maçonnerie et les salons éclectiques fréquentés par l'artiste et les motifs et la composition du tableau. Ces liens nous permettront de traiter la notion du législateur célébré lors des fêtes révolutionnaires et que nous retrouvons au coeur du tableau L'obélisque. Nous répondrons ensuite aux trois questions suivantes. Est-ce que l'ambiguïté dans le tableau L'obélisque proviendrait de la recherche d'une sacralité philosophique orientale dont les motifs sont porteurs? Est-ce que la mise en scène théâtrale (composée des motifs des hiéroglyphes, de la danse et des musiciens) dans le tableau pourrait être une représentation du mythe de l'origine du langage artistique? Les motifs pourraient-ils témoigner d'une philosophie de l'histoire, d'une leçon d'éducation dont le législateur serait détenteur?

No description available.

This study examines how upper secondary school teachers in Västerbotten and Österbotten plan to teach about the Finnish War 1808-09. The study includes written interviews with nine teachers in Västerbotten and eight teachers in Österbotten, who have answered questions concerning school policy documents, content and didactic methods. The purpose has been to examine whether there is a difference in historical culture in how the war is treated in the two regions. Historical culture is here meant within the prospective history lesson, where the pupils encounter history within certain boundaries.The result of the interview study shows that there are differences in structure concerning the school policy documents, but that these differences on the whole are compensated by the widespread interest in the Finnish War by the teachers in both regions. The differences in historical culture can be found within the construction of the content when it comes to the aftermaths of the war as well as the purpose of the teaching. A distinct common feature is that the perspective on local history has a strong position in education.Concerning the didactic methods there are differences working with source criticism as well as the forms of examination. Everything included, structurally, there are two different historical cultures. However, if we take into account the answers given by the teachers it is more reasonable to look at it as two nuances of one historical culture. Key words: Historical culture, history didactics, the Finnish War 1808-09, upper secondary school, Västerbotten and Österbotten.

No description available.

Inaug. _ Diss.: Katholisch-theologische Fakultät: München: 1973. _ Bibliogr. p. 291-313. Index.

Tesis para optar al grado de Magíster en Historia / La presente tesis de magíster se inscribe en el campo de la historia de la ciencia, perspectiva interdisciplinaria que presenta entre sus múltiples intereses el estudio de las inscripciones textuales, entendidas como los documentos escritos utilizados para su circulación y divulgación. Estos textos involucran artículos en revistas científicas y libros de estudio. Sin embargo, también abarcan escritos burocráticos como cartas e informes ministeriales, corpus de reportes administrativos que varían según el periodo del estudio. Nuestra investigación se interesa por los documentos relacionados con la zoología escritos por Rudolph Philippi en Chile entre los años 1853 – 1904. En ellos se examinará la participación del conjunto de actores interesados en la construcción, circulación y divulgación de estos documentos, con el fin de identificar y relacionar a los grupos que elaboran la ciencia zoológica en la segunda mitad del siglo XIX. Estos antecedentes buscarán demostrar que el conjunto de comunidades que participan en los textos de zoología poseen diversos espacios de articulación e interacción. Estos atraviesan esferas académicas y administrativas, en donde un número indeterminado de sujetos inciden en la fabricación de los textos que son movilizados desde múltiples escenarios, como son las instituciones gubernamentales (Universidad de Chile, Museo Nacional de Santiago) y las plataformas de comunicación (revistas especializadas, relatos de viajes o textos de difusión pedagógica). Estos espacios de transmisión de la ciencia son diseñados por estos grupos a partir de las diversas experticias que poseen y que se encuentran, dialogan y reaccionan a partir de sus propios intereses y estrategias que quedan plasmadas implícitamente en el mismo relato de los textos. Rudolph Philippi será el punto de encuentro para la reunión de estos agentes de producción y reproducción científica y en definitiva para reconocer el grado de legitimidad que estos grupos poseen en los textos inscritos en la sociedad y cultura del Chile decimonónico.

Until now among the works catalogue of the harpist and composer Elias Perish Alvars there was no trace of a composition called " Grande Fantasie sur des Airs Nationaux Anglais" for solo harp. We have found it in the library archive of the Czech Museum of Music in Prague: it is a manuscript autographed by the composer, dated 1843 and never publishe before.The main section of the dissertation regards the manuscript itself. The studying of it has been faced from a formal, harmonic, stylistic and historic point of view. After an introduction about the "Fantasia" every air is examined in detail, without leaving out the historic information behind every section. The most important part is then the critical edition of the manuscript that respects very carefully all the indications made by Parish Alvars in person.After a section to the enchanting figure of the composer, his life, works and the period he had lived in, the work gives references also to the double action pedal harp that had the main role in the harp music harp since its patent of 18140. The "Grande Fantasie" interesting discovery is composition and we are glad to present it in this dissertation work.

Made available in DSpace on 2015-12-10T14:23:13Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-07-30. Added 1 bitstream(s) on 2015-12-10T14:29:28Z : No. of bitstreams: 1 000853923.pdf: 4776683 bytes, checksum: 85849f54ce31a919d81119c5445b2858 (MD5) Bitstreams deleted on 2016-11-22T13:09:55Z: 000853923_sub.pdf,. Added 1 bitstream(s) on 2016-11-22T13:10:38Z : No. of bitstreams: 1 000853923.pdf: 4769879 bytes, checksum: f4a9efe481a82a1c56ff9d97bd7ca51e (MD5) / A presente dissertação analisa a originalidade do pensamento de Mário Pedrosa na área da História. Para isso será utilizada a sua tese Da Missão Francesa - Seus Obstáculos Políticos, escrita na ocasião do concurso à Cátedra de História Geral e do Brasil do Colégio Pedro II (CPII), em 1955. Nessa tese Pedrosa trabalha como um historiador, principalmente no manejo cuidadoso com as fontes e na pesquisa detalhada sobre os fatos e personagens que cercaram a vinda da Missão Artística Francesa de 1816 ao Brasil. A originalidade da tese consiste em ser o primeiro trabalho a desmistificar a versão difundida por Afonso E. Taunay que afirmava ser a missão francesa uma iniciativa exclusiva de D. João VI e do seu ministro Conde da Barca. Analisando os documentos diplomáticos entre o chefe da missão francesa Joachim Lebreton e os agentes portugueses, o nosso crítico levanta a hipótese da não oficialidade do convite, sendo que os artistas vieram para o Brasil por conta própria, precipitado pelas perseguições políticas que assolou a França depois da queda do Governo dos Cem Dias de Napoleão Bonaparte. As suas reflexões sobre a vinda desta missão francesa ao Brasil serão abordadas com a finalidade de compreender o seu papel e as suas consequências na história da arte brasileira

Made available in DSpace on 2015-12-10T14:24:08Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-05-07. Added 1 bitstream(s) on 2015-12-10T14:30:17Z : No. of bitstreams: 1 000853949.pdf: 3255716 bytes, checksum: 141422e85717b42e7a26598d9653f4fc (MD5) / Das lides comerciais, aos cursos de comércio e mais recentemente, aos cursos superiores de Ciências Contábeis, os saberes matemáticos sempre figuraram. Nesse sentido, questiona-se como a matemática contábil transformou-se em saber escolar e ganhou, posteriormente, status de saber acadêmico no Brasil. Para tentar responder essa questão, o trabalho aqui delineado tem como objetivo geral analisar o percurso da matemática contábil nas lides comerciais, posteriormente apropriadas pelos ensinos regulares (aulas de comércio, cursos técnicos de comércio e cursos superiores de Ciências Contábeis). No ferramental teórico-metodológico, utilizamos a definição de cultura de Geertz, de cultura escolar de Julia, de disciplina escolar de Chervel e currículo de Goodson. As fontes utilizadas foram constituídas por livros textos de matemática (matemática, matemática financeira e outros), legislação, revistas especializadas da área de contabilidade, artigos históricos e diversos outros documentos. De uma forma geral, mostramos os primórdios da matemática contábil e as relações com a cultura mercantil. Posteriormente, tratamos da escolarização dos saberes mercantis para uma cultura escolar técnica profissional. Por fim, é abordada a passagem da matemática contábil escolar para o nível acadêmico / Commercial labors, to trade courses and more recently to higher education courses in Accounting, mathematical knowledge always figured. In this sense, he wonders how the book mathematical turned into school knowledge and gained subsequently status of academic knowledge in Brazil. To try to answer this question, the work outlined here has the general objective to analyze the route of the accounting math in commercial litigations, later appropriated by regular teaching (trade school, technical trade courses and higher education courses in Accounting). In theoretical and methodological tools we use to Geertz's definition of culture, school culture Julia, school discipline Chervel and Goodson curriculum. The sources used consisted of math textbooks (mathematics, financial mathematics, etc.), legislation, journals accounting area, historical articles and various other documents. In general, we show the beginnings of mathematics and accounting relations with mercantile culture. Later, we treat schooling of market knowledge for a professional technical school culture. Finally, it addressed the transition from school accounting math to the academic level