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This thesis examines the role of missionaries, the colonial government, and leprosy patients in the formation of leprosy settlements in Uganda, from the first inception of the settlements in 1927, until 1951 when the nature of leprosy control in Uganda changed, with the government appointment of a Protectorate leprologist and the creation of more treatment centres. It focuses on four leprosy settlements opened between 1930 and 1934 by the Anglican Church Missionary Society (CMS) and the British and Irish Catholic Franciscan Missionary Sisters for Africa (FMSA) and Mill Hill Mission (MHM). Firstly, this thesis explores the ways in which the differing goals, ideologies, and resources of the Protestant CMS and the Catholic FMSA and MHM shaped the formation of and social environment within leprosy settlements in a highly Christianised and denominationally divided Uganda. Secondly, it examines the relationship between the CMS and Franciscan leprosy missions and the government, exploring the cooperation and conflict that their spiritual and medical priorities had upon the social lives of patients within Uganda’s leprosy settlements. Thirdly, this thesis assesses the extent to which missionaries consciously endeavoured to engineer a social environment for leprosy patients within settlements that conformed to their ideal of Christianised, modern African communities, as well the roles that healthy and leprous Ugandans chose to play in response to these attempts at social engineering. Missionaries and Ugandan leprosy patients had different priorities, but far from being passive receptacles of the ‘civilising’ mission, most leprosy patients were active agents in pursuing their own medical, social, and economic priorities through life in the settlements.

Orientador: André Luiz Paulilo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T04:29:24Z (GMT). No. of bitstreams: 1 Fulachio_SilviaVallezi_M.pdf: 3036600 bytes, checksum: ce316ce95b09e086dc81cc69deadaebb (MD5) Previous issue date: 2013 / Resumo: Esta pesquisa teve por objetivo compreender, através de uma perspectiva histórica, as práticas institucionais do CEMEI do CAIC Prof. Zeferino Vaz, em Campinas-SP, analisando as políticas públicas para a educação da infância que permearam o funcionamento da instituição. O estudo abrangeu o período de 1994, ano da inauguração do CAIC, até 2008, quando ocorreu a padronização normativa para a elaboração dos Projetos Pedagógicos. Para tanto, tomou como fonte documentos produzidos pelos profissionais da escola como os Projetos Pedagógicos, as atas do Conselho de Escola, e outros registros internos. Além disso, a análise estabeleceu relações entre esses documentos e as publicações do Ministério da Educação, legislações e normas que nortearam a implantação do CAIC no município. O estudo histórico dessa instituição escolar e dos processos educacionais vivenciados pelos seus profissionais, permitiram perceber que as políticas públicas para a educação da infância foram implementadas no interior da escola a partir de múltiplas apropriações. A preocupação com essas apropriações possibilitou entender que o tratamento dispensado à infância no ambiente escolar se relacionou com as representações dos profissionais acerca desse período da vida e do processo de sua educação. Buscando compreender as maneiras pelas quais a legislação foi apropriada e as representações sobre a infância configuradas, foi possível entender a escola como produtora de uma cultura própria e específica. / Abstract: The objective of this research was to understand the institutional practices of the CAIC CEMEI Prof. Zeferino Vaz, Campinas - SP, from a historical perspective, analyzing public policies for the childhood education that permeated the functioning of this institution. The study covered the period from 1994, the year of the inauguration of CAIC, until 2008, when the normative standardization occurred for the preparation of Pedagogical Projects. To do so, the documents produced by the school professionals were used as source, such as pedagogical projects, the minutes of the School Board and other internal records. Besides that, the analysis established relations hips between these documents and publications of the Ministry of Education, legislation and standards that guided the implementation of the CAIC in the municipality. The historical study of this school and the educational processes experienced by the professionals, allowed to realize that public policies for early childhood education have been implemented within the school from multiple appropriations. The concern with these appropriations allowed to understand that the treatment given to childhood in the school environment was related to the representations of professionals about this period of life and the process of their education. Trying to understand the ways in which the legislation was appropriate and representations of childhood set, it was possible to understand the school as a producer of a unique and specific culture. / Mestrado / Filosofia e História da Educação / Mestre em Educação

Conselho Nacional de Desenvolvimento Científico e Tecnológico / To talk about the History of the Minors City Getúlio Vargas is an effort to comprehend the history of the poor childhood in Sergipe. The Minors City Getúlio Vargas was set in the county of Nossa Senhora do Socorro Sergipe (1942-1974). The temporal delimitation of the study considered 2 fundamental moments of the institution the year that was opened in 1942, until the year that was closed in 1974. when the minors were sent to another institution. The duty of Minors City was to assist and educate abandoned and delinquent minors that were from 7 to 18(seven to eighteen) years old, in a boarding-school regime. At this establishment, they had basic, professional and agricultural education. Its location showed an observable strategy at the same time painstaker and hygienist by being distant from the center of Aracaju. The assistance institution to the abandoned and delinquent minor in Sergipe was in the national project to the assistance to the minor and received influences of the hygienist address that saw in these children a threat to society, in agreement with the civilized project of the country and with the criminality theories defenders of the State intervention. / Abordar a história da Cidade de Menores Getúlio Vargas é um esforço para compreender a história da infância pobre em Sergipe. A Cidade de Menores Getúlio Vargas funcionava no município de Nossa Senhora do Socorro Sergipe (1942-1974). A delimitação temporal do estudo considerou dois momentos fundamentais da instituição o ano em que foi inaugurada, 1942, até o ano em que foi desativada, 1974, quando os menores foram enviados para outra instituição. A Cidade de Menores destinava assistir e educar menores abandonados e delinqüentes da faixa etária dos sete aos dezoito anos de idade, em regime de internato. Neste estabelecimento, recebiam ensinos primário, profissional e agrícola. A sua localização denotou uma estratégia perceptível ao mesmo tempo educativa e higienista, por estar distante do centro urbano de Aracaju. A instituição de assistência ao menor abandonado e delinqüente em Sergipe estava inserida no projeto nacional de assistência ao menor e recebeu influências do discurso higienista que via nessas crianças uma ameaça à sociedade, consoante com o projeto civilizatório do país e com as teorias de criminalidade defensoras da intervenção do Estado. .

Orientador: Heloisa Helena Pimenta Rocha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T03:44:00Z (GMT). No. of bitstreams: 1 Scremin_JoaoValerio_M.pdf: 7366451 bytes, checksum: 9f14e46eeab21ff4e124f7561e269218 (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa analisou a proposta de assistência e educação da criança desvalida num asilo de recolhimento católico da cidade de Piracicaba, interior de São Paulo, em fins do século XIX e início do século XX. Existente até os dias atuais com o nome de Lar Escola do Coração de Maria, o Asilo de Nossa Mãe foi fundado em 1896 como uma instituição voltada para o recolhimento de meninas órfãs e desvalidas, tendo como objetivo assistir, educar, civilizar, moralizar e higienizar essas meninas, transformando-as, segundo seu regimento, em mães de famílias pobres. O trabalho procurou contribuir para a compreensão do processo de assistência à criança pobre, analisando, para tanto, as representações do lugar das crianças pobres na sociedade do período, as ações empreendidas, bem como o significado deste recolhimento em relação com as propostas de assistência presentes nos documentos do asilo. Examinando o processo de criação e atuação do Asilo de Nossa Mãe, esta dissertação se propõe a observar as ações dos sujeitos envolvidos no desenvolvimento das propostas assistenciais no município, bem como a produção de discursos acerca da assistência à criança pobre e os debates sobre a temática, no período. Assim, a pesquisa buscou analisar como se davam as relações entre as propostas de assistência e educação católica e aquelas de cunho liberal e laico, defendidas pelos republicanos, em paralelo com as iniciativas voltadas para a implantação da chamada escola moderna. Visando analisar as práticas de assistência e educação instituídas pelas Irmãs Franciscanas do Coração de Maria com vistas à formação das meninas, o trabalho tomou como fontes o primeiro regimento interno do asilo e seu estatuto, os periódicos da cidade, além de outros documentos da instituição e da cidade. / Abstract: This research analyzed the proposal of assistance and education of rejected children in an catholic orphanage in the city of Piracicaba, interior of São Paulo, in the end of the XIX century and beginning of the XX century. In existence to this day, with the name of the Lar Escola Coração de Maria, the Asilo de Nossa Mãe was founded in 1896 as an institution directed toward the gathering of orphaned and rejected children, with the objective of assisting, educating, civilizing, and teaching of values to these girls, transforming them, according to its regiment, into mothers of poor families. The research attempted to contribute to the understanding of the process of assistance of the rejected child, analyzing, for that reason, the representation of the poor child's place in society during that period o f time, the measures taken, as well as, the significance of this orphanage in relation to the proposals of assistence present in the documents at the orphanage. In examining the process of creation and the performance of the Asilo de Nossa Mãe, this dissertation has the objective to observe the act ions of all parties involved in the development of these proposals of assistance in the city, as well as the product ion of speeches concerning the assistance of poor children as well as debates about the theme. Thus, the research tried to analyze the relationship between these proposals of assistance and catholic education and those of liberal and nonreligious practices, defended by the republicans, paralleled with the initiatives of establishing what is called the "modern" school. Aiming to analyze the practices of assistance and education instituted by the Franciscan Sisters of the Heart of Mar y wit h the vision of shaping young girls, the work took as sources the first internal regulation of the orphanage and its statute and the local papers, aside from other documents from the institution and the city. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Orientador: Heloísa Helena Pimenta Rocha / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T04:09:26Z (GMT). No. of bitstreams: 1 Bastos_AnaCristinadoCantoLopes_D.pdf: 1245119 bytes, checksum: daba420a79ce4e08d0ee7aad46263ee2 (MD5) Previous issue date: 2012 / Resumo: Este estudo tem como objetivo principal compreender questões relativas aos órfãos pobres, por meio do exame de autos cíveis de tutoria e contrato, problematizando as intervenções das instâncias jurídicas sobre a vida desses "menores", em Bragança-SP. Fazemos uso, também, da legislação do período - Código Criminal de 1830, Código Penal de 1890, compilação de leis sobre o processo orfanológico dos anos de 1912 e 1915 e o Código de Menores de 1927 - com o intuito de verificar suas alterações relacionadas às questões envolvendo os menores. Ressalta-se que nesta pesquisa os menores pobres são denominados órfãos pelo judiciário, não necessariamente por não terem pais, mas sim por viverem em condições de pobreza, abandono moral e material ou mesmo por serem considerados delinquentes. Analisamos nossa principal fonte interrogando sobre suas características, modo de organização e conteúdo, considerando que as informações contidas nessa documentação podem constituir rica fonte de estudos para a história da educação e da infância brasileira, priorizando as últimas décadas do século XIX e primeiras do XX, mais especialmente entre os anos de 1889 e 1927. / Abstract: The main objective of this thesis is to understand the presence of poor orphans in tutorship and contract lawsuits, questioning the intervention of the law on the lives of these "menores" in Bragança-SP. In order to verify the changes in the relevant legislation relating to the orphans, we also used the laws of that time, especially the Criminal Code Act of 1830, Criminal Code Act of 1890, the law compilation of the orphans' process of 1912 and 1915, as well the Code of Childhood of 1927. It's important to emphasize that poor children were called orphans in the law instances, not necessarily because they had no parents. The reason is they lived in poverty, moral and material abandonment, or even when they were considered dangerous. The main sources were analyzed in their characteristics, organization and contents. Considering that the information in these documents are a high authority for the history of education and childhood in Brazil, emphasizing the last decades of the nineteenth century and early twentieth centuries, especially between 1889 and 1927. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

At the onset of the First World War, Germany was subject to a shipping embargo by the Allied forces. Ostensibly military in nature, the blockade prevented not only armaments but also food and fertilizers from entering Germany. The impact of this blockade on civilian populations has been debated ever since. Germans protested that the Allies had wielded hunger as a weapon against women and children with devastating results, a claim that was hotly denied by the Allies. The impact of what the Germans termed the 'Hungerblockade' on childhood nutrition can now be assessed using various anthropometric sources on school children, several of which are newly discovered. Statistical analysis reveals a grim truth: German children suffered severe malnutrition due to the blockade. Social class impacted risk of deprivation, with working-class children suffering the most. Surprisingly, they were the quickest to recover after the war. Their rescue was fuelled by massive food aid organized by the former enemies of Germany, and delivered cooperatively with both government and civil society. Children, and those who cared for them, responded to these acts of service with gratitude and joy. The ability of former belligerents to work together after an exceptionally bitter war to feed impoverished children may hold hope for the future.

This thesis is about the social, political, and economic interactions that took place in and around the Universities’ Mission to Central Africa (UMCA) in two very different regions: north-eastern Tanzania and Zanzibar. The mission was for much of the period a space in which people could – often inventively – make a living through education, employment, and patronage. Indeed, particularly in the period preceding British colonial rule, most Christians were mission employees (usually teachers) and their families. Being Christian was, in one sense, a livelihood. In this era before the British altered the political economy, education had only limited appeal, while the teaching profession was not highly esteemed by Africans, although it offered some teachers the security and status of a regular income. From the 1860s to the 1910s, the UMCA did not offer clear trajectories for most of the Africans interacting with it in search of a better life. Markers of coastal sophistication, such as clothing or Swahili fluency, had greater social currency, while the coast remained a prime source of paid employment, often preferable to conditions offered by the mission. By the end of the period, Christians were at a social and economic advantage by virtue of their access to formal institutional education. This was a major shift and schooling became an obvious trajectory for future employment and economic mobility. Converts, many of whom came from marginal social backgrounds, sought to overcome a heritage of exploitative social relations and to redraw the field for the negotiation of dependency to their advantage. However, as this thesis shows, the mission also contributed to new sets of exploitative social relations in a hierarchy of work and education.

This dissertation examines the Conventions and Recommendations to regulate the minimum age for admission to employment between the years 1919 and 1973 – the ILO minimum age campaign. The adoption process has been studied in its chronological and historical context. The dissertation has three points of departure: that childhood is a historical construction and that the legal material is part of that construction; that the minimum age campaign suffered from a ‘hang-over-from-history’, namely, the history of Western industrialisation during the 19th and early 20th centuries; and, finally, that children had a subordinate and weak position in the minimum age campaign. The study was organised around five central themes: (1) the over-all theme of predominant conceptions of children and work; (2) the relationship between industrialised and colonised and developing nations; (3) the relationship between the child, the family and the state; (4) minimum age; and (5) the importance of school. The most important results of the study are that: (1) In view of the revolutionary changes during the 20th century the continuity in the minimum age campaign was remarkable. In 1919, the ‘child labour problem’ was an issue mainly for the Western industrialised word. By the end of the campaign, in 1973, the transformations in societies during the century had made ‘the child labour problem’ an issue mainly for the developing world and with different conditions and implications in many respects. The content and ‘grammar’ of the minimum age campaign was however never really challenged. (2) The study has verified that the minimum age campaign suffered from a ‘hang-over-from history’. The campaign built directly on the Western industrial experience during the 19th and early 20th centuries. The Western dominance in the ILO, the legal transplants, and the roots in the labour movement all contributed to the ‘hang-over’. (3) The minimum age campaign was modelled on the ‘norm of the Western industrialised childhood’. The norms and realities of childhood in other parts of the world were neglected of considered as provisional and inferior phases in relation to the Western ‘norm’. In this way, there were two separate childhoods in the minimum age campaign: ‘the normal’ childhood conceived for Western conditions and ‘the other’ childhood conceived for the ‘imperfect’ conditions of poor children in the colonised and developing nations.(4) In the minimum age campaign the ‘best interests of the child’ was negotiable and was subordinated in case of conflict with other interests.

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