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XAVIER, Antônio Roberto. Joana Paula de Morais: história, memória e trajetórias educativas (1900-1963). 2014. 411f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-04-29T14:54:24Z No. of bitstreams: 1 2014-TESE-ARXAVIER.pdf: 7326940 bytes, checksum: c9d79c92ffbb093d526776741af5ea58 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-04-29T15:09:44Z (GMT) No. of bitstreams: 1 2014-TESE-ARXAVIER.pdf: 7326940 bytes, checksum: c9d79c92ffbb093d526776741af5ea58 (MD5) / Made available in DSpace on 2014-04-29T15:09:44Z (GMT). No. of bitstreams: 1 2014-TESE-ARXAVIER.pdf: 7326940 bytes, checksum: c9d79c92ffbb093d526776741af5ea58 (MD5) Previous issue date: 2014 / This is a research to Doctoral Thesis in History and have, like general scope, understand and while explain the History and Education Memory from the educational trajectories implemented by laic educator Joana Paula Morais in not-formal places of teaching and learning, in period from 1900 to 1963. The problematic glimpsed is anchored in the deficit of local researches in the field of not-formal education and in the conventional totalitarian view of brazilian education history, like if this history contemplate an homogeneity in all the spaces and contexts of the nation in the periods of Colony, Monarchy and Republic. Methodologically, it is a research of historical-biographical character of qualitative nature with the use of written sources and oral sources, through field research. In field research, the techniques used were open or direct interviews with the spontaneous participation of the social subjects. In this perspective, sought to the historical context reconstruction and it on situation add to a peculiar critical balance, therefore its considered this is a sine qua non condition inside a critical constructive view. It is considered valuable in the historical researches the transporting, through the contextualizationat at time the analyzed facts have given. However, knowing to that the reconstruction the past of events as it is only something speculative and/or approach. What can be made is revisit them with the help of the sources avaliable to come afloat part to this reality lived and felt. As neither everything is written and neither the documents involve all the stories and memories and, understanding that the official traditional history, at least until the 1970s, prioritized the written sources of political history and of the great figures, it resort to a methodological resource of the oral history as a trusted source of credibility considered neither greater or of less importance. (THOMPSOM, 1992; XAVIER, 2010).Therefore, it was recorded interviews with relatives, past pupils and/or contemporaries that belongs to the studied context or near it or even that it know any anuncement something related to educator Joana Paula de Morais and her educational practices in the period of her material existence and educational activities. The theoretical basis it concentrated, among others in: Barros (2011); Martinho Rodrigues (2008, 2009, 2010, 2012); Dosse (2003); Nietzsche (1986, 1987, 1992 and 2003); Abbagnano (1998); Thompson (1992); Bergson (1999); Bossi (1994); Burke (2009); Le Goff (1976, 1994, 1996); Carretero (2010); Ricoeur (2007); Vasconcelos Júnior (2006); Vasconcelos and Magalhães Júnior (2001; 2013); Vasconcelos et al. (2002, 2009, 2010, 2011; 2012, 2013); Machado (2010); Machado; Vasconcelos; Vasconcelos Júnior (2011); Andrade (2010, 2011); Bezerra (2006); Manacorda (2006); Saviani (2011, 2008, 2005); Durkheim (1978); Vieira (2002); Jucá (2003, 2013); Bessa et. al. (2001); Villa (2000); Meneses (1991-2); Barroso (2004) and the narratives of the social subjects interviewed. / Esta é uma pesquisa de Tese Doutoral em História e tem como escopo geral compreender e ao mesmo tempo explicitar a História e Memória da Educação a partir das trajetórias educativas implementadas pela educadora leiga Joana Paula de Morais, em locais não formais de ensino-aprendizagem, no período compreendido entre 1900-1963. A problemática vislumbrada está ancorada no déficit de pesquisas locais no campo da educação não-formal e na visão convencional da história totalitária da educação brasileira, como se esta contemplasse uma homogeneidade em todos os espaços e contextos da nação nos períodos da Colônia, Monarquia e República. Metodologicamente, trata-se de uma pesquisa de caráter histórico-biográfico de natureza qualitativa com o uso de fontes escritas e de fontes orais, através de pesquisa de campo. Na pesquisa de campo as técnicas utilizadas foram as entrevistas abertas ou diretas com a participação espontânea dos sujeitos sociais. Nessa perspectiva, procurou-se a reconstrução contextual histórica e sua atinente conjuntura somadas a um balanço crítico peculiar, pois, considera-se esta ser uma condição sine qua non, dentro de uma visão de crítica construtiva. Considera-se valioso nas pesquisas históricas a transportação, por meio da contextualização, à época em que os fatos analisados se deram. Porém, sabendo que a reconstrução tal qual dos fatos passados é algo apenas especulativo e/ou de aproximação. O que se pode fazer é revisitá-los com a ajuda das fontes disponibilizadas para que venha à tona parte dessa realidade vivida e sentida. Como nem tudo está escrito e nem os documentos comportam todas as histórias e memórias e, entendendo que a história oficial tradicional, pelo menos até a década de 1970, priorizava as fontes escritas da história política e dos grandes vultos, recorre-se ao recurso metodológico da história oral como fonte merecedora de credibilidade considerada nem de maior nem de menor importância (THOMPSOM, 1992; XAVIER, 2010). Para tanto, foi gravado entrevistas com familiares, ex-alunos e/ou contemporâneos que pertenceram ao contexto estudado ou próximo dele ou ainda que dele sabem noticiar alguma coisa relacionada com a educadora Joana Paula de Morais e suas práticas educativas no período de sua existência material e de ações educativas. O embasamento teórico concentrou-se, entre outros, em: Barros (2011); Martinho Rodrigues (2008, 2009, 2010, 2012); Nietzsche (1986, 1987, 1992 e 2003); Abbagnano (1998); Thompson (1992); Bergson (1999); Bossi (1994); Burke (2009); Le Goff (1976, 1994, 1996); Carretero (2010); Ricoeur (2007); Vasconcelos Júnior (2006); Vasconcelos e Magalhães Júnior (2001; 2013); Vasconcelos et al. (2002, 2009, 2010, 2011; 2012, 2013); Machado (2010); Machado; Vasconcelos; Vasconcelos Júnior (2011); Andrade (2010, 2011); Bezerra (2006); Saviani (2011, 2008, 2005); Durkheim (2002, 1978); Vieira (2002); Jucá (2003, 2013); Bessa et. al. (2001); Villa (2000); Meneses (1991-2; 2006); Barroso (2004) e nas narrativas dos sujeitos sociais entrevistados.

FERRER, Silvaniza Maria Vieira. A Campanha Nacional das Escolas da Comunidade - CNEC e o entusiasmo pela educação ginasial no Ceará no período de 1958 a 1963. 2010. 242f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-23T14:18:52Z No. of bitstreams: 1 2010_DIS_SIMVIFERRER.pdf: 1228344 bytes, checksum: 318bc3460519ef78a74713cf08293d3d (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-25T16:11:25Z (GMT) No. of bitstreams: 1 2010_DIS_SIMVIFERRER.pdf: 1228344 bytes, checksum: 318bc3460519ef78a74713cf08293d3d (MD5) / Made available in DSpace on 2012-07-25T16:11:25Z (GMT). No. of bitstreams: 1 2010_DIS_SIMVIFERRER.pdf: 1228344 bytes, checksum: 318bc3460519ef78a74713cf08293d3d (MD5) Previous issue date: 2010 / This dissertation is about the emergence of the CNEC– Campanha Nacional das Escolas da Comunidade (National Campaign of Community Schools) in the late 1950’s and early 1960’s and its implications in the development of the secondary school teaching in the State of Ceará. This is an analysis of the situation of the secondary teaching, in Ceará and the contributions of the CNEC, which founded 80 schools in at least 40 cities in Ceará throughout a 50-year period. The CNEC was created in the City of Recife in 1943 as the “Campanha do Ginasiano Pobre” (The Poor Secondary Student Campaign), which was the idea of the secondary student Felipe Tiago Gomes whom, together with some colleagues, decided to help poor students to continue their studies beyond the primary level. After founding the first secondary school, they decided to expand the idea to the rest of the country, and in Ceará it was officially created in 1958 with the opening of the first State Section, a necessary condition for a CNEC school to be created. This work presents a reflection on the secondary teaching in Ceará from 1958 to 1963 and tries to figure out the circumstances which favored the emergence, expansion and permanence of the CNEC in the educational scenario of Ceará. The methodology used in this research is based on the comprehensive approach which encompasses the analysis of texts on the theory, history and philosophy of education at that time, research of primary sources from CNEC, newspapers, governmental papers and interviews with remaining CNEC personnel of the period investigated. Through the readings of the theory and history of education, we found out that the Brazilian patriarchal and patrimonial social structures of that time still dominated the educational structures in Ceará, even so, it did not prevent the growing demand of schools and forced the State to open school vacancies to attend the population. The Government of Ceará created a partnership with the CNEC, which was used to tap the educational system and relieve the pressure for school vacancies. We also found out that the CNEC was the main responsible for the expansion of the secondary teaching (fifth to eighth grades) in the municipalities of the State which, at that moment, basically only had primary schools. In fact, these secondary schools were turned into real “islands of urbanization”. They were built in lots far away from the towns. These lots were donated by community members and the schools would count on federal, state and municipal financial support in addition to small contributions paid by the students’ parents. We understand that the CNEC also contributed a lot helping to reduce the rates of school evasion in the municipalities of Ceará because the students did not have to move out of their hometowns to the capital of the State in order to continue their studies / O objeto de estudo dessa dissertação trata da chegada da CNEC – Campanha Nacional das Escolas da Comunidade ao Ceará no final da década de 1950 e início da década de 1960 e suas implicações no desenvolvimento do ensino secundário no Estado. Trata-se de uma análise da situação do ensino secundário no Ceará e as contribuições deixadas pela Campanha que fundou mais de 80 escolas em pelo menos 40 municípios cearenses, ao longo de 50 anos. A CNEC surgiu em 1943, na cidade de Recife, como Campanha do Ginasiano Pobre e a idéia partiu do estudante Felipe Tiago Gomes, à época secundarista que junto com outros colegas resolveram preparar alunos carentes de recursos para dar continuidade aos estudos, além do ensino primário. Depois de fundar o primeiro ginásio, resolveram expandir para todo o Brasil, chegando ao Ceará em 1958, oficialmente, com a inauguração do primeiro setor local, condição necessária para se criar um colégio cenecista. O objetivo é refletir sobre o ensino secundário no Ceará, entre os anos de 1958 a 1963, e entender as circunstâncias que favoreceram a entrada, expansão e permanência da CNEC no cenário educacional cearense. A metodologia utilizada para essa pesquisa baseia-se numa abordagem do tipo compreensiva, estruturada nas análises da leitura teórica histórica e filosófica da educação da época em apreço, pesquisa de fontes primárias ligadas à CNEC e á jornais da época, documentos governamentais e entrevistas com remanescentes do período analisado. A partir da leitura teórica e histórica, encontramos que as estruturas patrimonialistas e paternalistas no Brasil, dominavam ainda as estruturas educacionais no Estado do Ceará, o que não impediu que houvesse uma crescente demanda escolar que por sua vez pressionou o Estado a criar mais vagas para atender a população. O Estado do Ceará sofreu com calamidades naturais nos anos de 1958 e 1960, seca e enchente respectivamente, o que contribuiu ainda mais para resolver a deficiência de ensino. A CNEC foi usada pelo Governo do Ceará para desafogar o sistema e aliviar a pressão, chegando inclusive a firmar convênios. Encontramos que a CNEC foi a principal responsável pela expansão do ensino ginasial nos municípios cearenses, até então servidos basicamente de escolas primárias, criando em torno das escolas verdadeiras ilhas de urbanização. As escolas eram construídas em terrenos afastados da cidade, doados por membros da comunidade e contava com subvenções federais, estaduais e municipais, além de pequenas contribuições pagas pelos pais dos alunos. Entendemos que a CNEC em muito contribuiu para diminuir o índice de evasão escolar nos municípios cearenses, porque os alunos não precisavam se deslocar para a capital do Estado a fim de continuar seus estudos. PALAVRAS-CHAVE: EDUCAÇÃO; INSTITUIÇÃO; CNEC; CEARÁ

This thesis is a brief study of profane a capella works for mixed chorus by Francis Poulenc, the well known componist of the first half of twentieth century. On one hand the work descriebes his basic living moments important for his life and artistic work. On the other it analyze his profane works which was written for the mixed chorus a capella, i.e. without any instrumental accompaniment, reflecting mainly its musical form, harmonical structure and his technigue of composition.

Sem resumo.

Orientador : Celso Pinto Ferraz / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-07-14T04:27:21Z (GMT). No. of bitstreams: 1 Almeida_JulianGarciaAlvesde_M.pdf: 5859272 bytes, checksum: 049432d1dc2521d498984fbe33945ca5 (MD5) Previous issue date: 1992 / Resumo: No início dos anos 60 intensificou-se o debate da política mineral brasileira. A proposta de exportação do minério de ferro, em larga escala, pela Hanna Mining Company, polarizou diversos setores sociais provocando a constituição, na Câmara dos Deputados, de uma Comissão Parlamentar de Inquérito. Reconstituir as posições políticas em debate e verificar as potencialidades e os limites dessa forma de atuação parlamentar foram os objetivos centrais desta dissertação. Nacionalistas e não-nacionalistas (¿entreguistas¿, no jargão político da época) são as posturas ideológicas dominantes na cena política. Na CPI,essas visões misturam-se, ao sabor dos diversos interesses em jogo, produzindo um conjunto final de recomendações extremamente híbrido e confuso. Criada numa conjuntura política determinada pela formação de dois grandes blocos de posições que se cristalizaram em torno dos candidatos à eleição presidencial de 196O, a CPI assume as funções de mobilização, investigação, legitimação do sistema de dominação e agência de socialização política e de recrutamento. Foi um fórum privilegiado de agitação política, mas assistiu ao transbordamento dos seus limites com a apresentação de diversos projetos de lei sobre minérios no período. Influenciou e foi influenciada pelo Poder Executivo. Atuou democraticamente - este é seu maior mérito -, permitindo que um assunto complexo recebesse os enfoques particulares de diferentes grupos sociais / Abstract: The debates on mineral politics in Brazil were intensified in the beginning of the 60¿s. The proposal of large scale exportation of iron ore by Hanna Mining Company mobilized several social sectors resulting in the installation of an Inquiry Parliamentary Commission (CPI) in the Chamber of Deputies. To reconstruct the political positions taken during those debates and to verify the potentialities and limitations of the CPI actuation are the purpose of this dissertation. Nationalist and non-nationalist (or ¿entreguista¿, jargon of that time) ideological postures were dominant in the politic scene. In the CPI, the two ideologies merged, according to particular interests, producing a complex of extremely hybrid and confusing recommendations. Being born as a consequence of the formation of two diverging blocks, which crystallized by the time of the presidential elections in 1960, the CPI gathered the duties of mobilization, investigation, legitimization of the dominant system, and acted as an agency of political socialization and recruitment. It was a privileged forum of political activity, but at the same time exceeded its responsibilities by presenting several law projects on ore exploration. It influenced and was influenced by the Executive Power. It acted democratically ¿ being its merit-allowing different social groups to approach a complex matter such as mineral politics under their own points of view / Mestrado / Mestre em Geociências

Orientador: Emerson Luiz de Biaggi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-04T02:55:31Z (GMT). No. of bitstreams: 1 Kubala_RicardoLobo_M.pdf: 1337733 bytes, checksum: bac63f0fcbbc723543643b61e0abfe1f (MD5) Previous issue date: 2004 / Resumo: O surgimento de repertório de maior relevância para viola foi resultado de procura por identidade do instrumento, da qual participaram compositores e intérpretes. Paul Hindemith foi figura marcante nessa busca. Compôs várias obras de importância para viola, como as sonatas Op.11 NQ 4 (1919) e Op.25 NQ 4 (1922), as quais, apesar de cronologicamente próximas, apresentam acentuada diferenciação estilística. São examinadas as causas desse contraste e suas conseqüências no âmbito da prática interpretativa. Buscando subsídios para o estudo das sonatas, inicialmente é traçado um relato sobre vida, obra e idéias de Hindemith, com enfoque em sua faceta multi-instrumentista e a variedade estilística de sua produção. Segue-se uma reflexão sobre a evolução de uma escrita para viola com maior preponderância de aspectos idiomáticos, que fornece dados relativos a aspectos específicos da prática instrumental da viola. A investigação de ambas as sonatas é realizada, então, por meio da observação de características estilísticas, associadas, por sua vez, a aspectos concernentes à prática interpretativa. A pesquisa visa fornecer conhecimento que contribua para uma execução eficiente em sua comunicação com o público / Abstract: A more relevant repertoire for the viola emerged as a result of the search by composers and interpreters for the instrument's identity. Along with other composers and performers such movement showed Paul Hindemith as an important figure. He wrote several major works for viola including the sonatas Op.11 NA (1919) and Op.25 NA (1922). In spite of their chronological proximity these sonatas show clearly distinct styles. The present study examines the causes of that contrast and its consequences to practical interpretation. In order to investigate thoroughly the sonatas, Hindemith's life, work and ideas are also described. The composer's ability and interest in playing several instruments as well as a variety of styles within his work are also highlighted. In addition, the present work discusses the evolution of the writing for the viola that is rich in idiomatic elements demonstrating very specific aspects of the viola playing. The study of the sonatas is based on the analysis of their stylistic features associated with aspects of performance practice. The purpose of the present research is to offer musicians data that may contribute to an efficient performance in the communication with the audience / Mestrado / Musica / Mestre em Música

Francis Poulencs musical setting of La Voix Humaine, a one-act monodrama by Jean Cocteau, has enjoyed many successful performances since the premiere at the Paris Théâtre National de l'Opéra-Comique in February, 1959. Cocteau's original play (1932) was inspired by a crossed-wire" telephone conversation which he overheard in 1930. The play has become an international success, and requires the talents of a gifted actress. La Voix Humaine (hereafter LVH) is one of three unique stage works by Poulenc. All of his operas were composed late in his life and reflect a variety of libretto types. His first opera, Les Mamelles de Tirésias (1947), was a one-act comic opera. This satirical and humorous subject may be greatly contrasted with his full-length tragic opera, Les Dialogues des Carmélites (1957). In view of its monodramatic construction and the sensual tragic-romantic use of the orchestra, LVH stands alone as a specialized and demanding work for the theatre.

This thesis examines and critiques the American political discourse on the Cuban missile crisis of 1962. The event itself is past, yet words used to describe and explain the missile crisis capture and give meaning to the experience. The meaning of the crisis begins in a basic sense, then, with the discourse. The increasing availability of material evidence has reinvigorated the discourse on the missive crisis. Where relevant, recent evidence will be employed to critique previous and recent interpretations of the this seminal event. Consensus and debate are both to be found in the discourse on the Cuban crisis. First, there is a large body of shared understanding, or conventional wisdom, on the crisis. Secondly, there is disagreement as to the meaning of the crisis in recent manifestations of the discourse. The essay will use a propaganda model lo examine the politically necessary mythology embodied in the conventional wisdom. This thesis will use a tendency analysis approach to organize the debate on the missile crisis, along the lines of ideological schools of thought, and within the context of a larger American nuclear debate. The propaganda and the tendency analyse models complement the general approach of discourse. These models have been developed specifically for the study of politics, yet the methodology of each is statement analysis; as such these models are rooted in language, ana so conform with the general discourse approach. Security is the common referent of both the conventional wisdom and the current debate. In particular, the President, as the custodian of nuclear weapons, is the principle actor responsible for national security. The powerful image of the President dominates the conventional wisdom, and retains significance in the contemporary ideological debate on the lessons of the missile crisis. The nuclear arsenal at the disposal of the President endows him with great, but double-edged power. The paper concludes with some general observations on the special significance of Presidential leadership as represented in the discourse on the missile crisis, and as necessitated in confronting crises in general. First, in crisis, there is little time for the President to make difficult decisions. Secondly, there may be greater devolution of authority to the military forces deployed to convey the credibility of American deterrence. As such, the subordination of force to policy must remain sound. The image of the President is, of necessity, an image which combines prudence and strength. Manufactured images are not enough however. Policy must be tested in terms of its alleged purpose. Likewise, doctrine must be evaluated in terms the purpose of the policy it is designed to support. / Arts, Faculty of / Political Science, Department of / Graduate

Two twentieth-century music theorists, Paul Hindemith and Franz Alfons Wolpert, are unique in having independently developed their own systems of chord classification and principles of chord movement or succession. While Hindemith’s ideas on these subjects are familiar among the majority of music theorists, Wolpert’s theories remain relatively unknown. It was decided that since both men had attempted similar tasks at similar points in time, that a comparison of both theorists' ideas should be attempted. Therefore, both Hindemith's and Wolpert's systems of chord classification and chord connection were discussed in detail to attempt to determine the rationale behind each theorist's approach. Firstly, both systems of chord classification were examined and compared. It was found that although there were many differences between Hindemith’s and Wolpert's systems of chord grouping, both succeeded, each in his own way, in arranging all possible combinations of pitches within the twelve-note division of the octave. Similarly, each theorist's ideas concerning chord movement were investigated. While it was reaffirmed that Hindemith's system rested on concepts which he invented and developed such as "degree progression" and "harmonic fluctuation," it was discovered that Wolpert’s system of chord movement was more traditionally oriented, and yet adhered to some rather disturbing notions about the desirability of certain kinds of voice-leading, e.g., "adhesion," "diversion," etc. Furthermore, while Hindemith had strong ideas about the necessity of tonal organization, it was found that Wolpert saw his system as valid for both tonal and atonal frames of reference. Finally, it was recognized that Hindemith's theories contained a unity and cohesiveness through the extension of his system of chord connection to include his system of chord classification so that the way chords were classified influenced how they were treated in chord progressions. With Wolpert, however, there is no attempt to unify both systems and therefore his ideas about chord movement are completely divorced from his system of chordal groupings / Arts, Faculty of / Music, School of / Graduate