Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-09T11:42:41Z No. of bitstreams: 1 Renatta Christina de Oliveira Elias.pdf: 1950640 bytes, checksum: a1666f55df9ed53b6228140c7d17ac1a (MD5) / Made available in DSpace on 2016-12-09T11:42:41Z (GMT). No. of bitstreams: 1 Renatta Christina de Oliveira Elias.pdf: 1950640 bytes, checksum: a1666f55df9ed53b6228140c7d17ac1a (MD5) Previous issue date: 2010-06-14 / The present Dissertation has the object of study the Penal Process moved against Tomás Antônio Gonzaga. He was the respected General Ouvidor of Vila Rica since 1782. Accused of being the leader of the Minas Gerais Conspiracy in 1789 by Silvério dos Reis, Gonzaga was arrested and led to the Prison of the Ilha das Cobras. There he was maintained incommunicable in the jails during the whole course of the Judicial Inquiry of the Minas Gerais Conspiracy. We search to show that during whole the Penal Process, Gonzaga denyed any participation in the plans of the Conjurados. It was not found any writing proof to incriminate him, and the depositions of the other Inconfidentes, in the majority, declared to be Gonzaga innocent. The Judge Gonzaga, without consistent proofs of his participation in the Conspiracy, was condemned in 1792 to the exile for the Island of Moçambique for 10 years. There he stayed until the year he came to die: 1810. The present Dissertation, yet, tries to discuss the relationships of power that settled down in that period and the politics of domain imposed to the Colonial Brazil. / A presente Dissertação tem como objeto de estudo o Processo Penal movido contra Tomás Antônio Gonzaga, que foi o respeitado Ouvidor Geral de Vila Rica desde 1782. Acusado de ser o líder da Conjuração Mineira em 1789 por Silvério dos Reis, o Desembargador Gonzaga foi preso e conduzido à Fortaleza da Ilha das Cobras. Lá foi mantido incomunicável nos cárceres durante todo o andamento dos Autos de Devassa da Inconfidência Mineira. Procuramos demonstrar que durante todo o Processo Penal, Gonzaga negou qualquer participação nos planos dos Conjurados. Não foi encontrada nenhuma prova escrita que o incriminasse, e os depoimentos dos demais réus Inconfidentes, em sua maioria, declararam ser Gonzaga inocente. O Desembargador Gonzaga, sem provas consistentes de sua participação na Conjuração, foi condenado em 1792 ao degredo para a Ilha de Moçambique por 10 anos. E lá permaneceu até o ano em que veio a falecer: 1810. A presente Dissertação procura, ainda, discutir as relações de poder que se estabeleciam naquele período e a política de domínio imposta ao Brasil Colonial.

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<p>By applying Canadian literary theory, museum theory, and material culture theory to 20th and 21st century Canadian literature, I argue that physical objects reflect Canada's continued engagement in colonial practices and the nation's resistance to acknowledging these practices. The act of selecting and including (which is also necessarily an act of excluding) objects in personal and institutional collections speak to the anxiety of the Euro-Canadian settler that is produced by a conflicting sense of privilege and colonial complicity. Collecting is a means of negotiating self- and shared knowledge, and by re-collecting and repatriating those things that haunt us we come closer to recognizing ourselves. Re-reading ourselves through objects will allow us to confront this anxiety and its implications, to destabilize the Euro-Canadian settler-as-victim, and to move forward as a nation.</p> / Master of Arts (MA)

Cette thèse porte sur l'implantation missionnaire en République démocratique du Congo sous l'administration coloniale belge vers la fin du XIXe siècle. Nous voulons comprendre le phénomène observé de la dépendance financière de cette Église, en situant ses différentes causes ou facteurs exogènes et endogènes notamment son ancrage dans la politique coloniale. Dès le début, elle a bénéficié des subventions de l’État et d'autres avantages importants, dont de vastes étendues de terres. Depuis sa prise en main par la hiérarchie autochtone, période correspondant à la décolonisation, cette Église n'arrive pas à se prendre en charge, obligée de se tourner constamment vers l'extérieur (tes organismes occidentaux de financement) pour assurer ses différents besoins. Or cette politique d'extraversion financière ne rassure plus, vu le contexte socioculturel occidental actuel (diminution des pratiques religieuses, crises financières mondiales, ...). En définitive, il faut à cette Église congolaise longtemps habituée à l'assistance de repenser une nouvelle logique d'action lui permettant de trouver d'autres possibilités pour assurer son autofinancement en vue de sa survie. L'objectif de ce travail est de montrer que des potentialités existent qu'elle peut exploiter: la mobilisation et la gestion rationnelle des ressources humaines et économiques disponibles, la rentabilisation des structures de productions héritées des missionnaires, mais en comptant sur un environnement sociopolitique et économique national favorable et un changement des mentalités des acteurs en présence. / This thesis focuses the missionary presence in the Democratic Republic of Congo under the Belgian rule towards the end of the Sixth Century. We seek to understand bow this Church came to be financially dependent by looking at the different causes or exogenous and endogenous as well as the roots of this phenomenon within the context of the colonial policy. From the beginning, it has received State subsidies and enjoyed other significant advantages including large tracts of land. Ever since the native hierarchy has taken over, i.e. as from the decolonization, this Church has been unable to support itself and has been obliged constantly seek external aid from western financial bodies in order to meet its needs. But in the light of the current western sociocultural context (decline of religious practices, financial crises worldwide ... ) such a financial extraversion is no longer comforting. Ali things considered, long accustomed as it was to be assisted, this Congolese Church now needs to develop a new course of action through which it will be able to find other means of self-support for its survival. The objective of this work is to show that there is potential at band, namely the mobilization and the rational management of the human and economic resources available, the cost-effectiveness of the production facilities inherited from the missionaries, but resting on a favourable national sociopolitical and economic environment and a change in the attitude of the parties involved.

Cette thèse met en lumière l'histoire de l'éducation des filles arméniennes du milieu du XIXe au début du XXe siècle en analysant pour la première fois cette histoire dans le contexte général des événements politiques qui ont influencé son développement. Elle explore également le travail des femmes arméniennes en tant que pédagogues, organisatrices et donatrices des écoles de filles. Cette recherche est fondée sur un large éventail de sources publiques et privées : rapports, programmes et règlements scolaires, publications de presse (éditoriaux, correspondances, nouvelles, annonces générales et publicitaires), œuvres littéraires, discours publics, mémoires, journaux intimes, autobiographies et lettres. Celles-ci révèlent la progression de l'éducation des filles des cours particuliers et de la formation archaïque par des femmes pieuses et des diaconesses jusqu'à la fondation d'écoles régulières pour les filles et à une forme d'éducation similaire à celle de leurs frères. Le développement de l'éducation et des écoles de filles arméniennes s'est déroulé dans le contexte triplement tumultueux des politiques coloniales et répressives du gouvernement russe au Caucase, des efforts de l'Église arménienne pour maintenir son autorité et son pouvoir sur les communautés arméniennes, et de la croissance du mouvement national et révolutionnaire des arméniens. Cette recherche souligne la façon dont la question de l'éducation des filles arméniennes a émergé et évolué. Elle montre également comment ce changement a amené les femmes arméniennes à assumer un rôle public, à établir des écoles, des organismes de bienfaisance, des bibliothèques, à écrire et à traduire de la littérature pour enfants, à organiser une série d'activités de collectes de fonds pour les écoles de filles (bazar de charité, loterie publique, vente de broderies, théâtres et concerts) et à participer au mouvement révolutionnaire. Cette thèse s'inscrit dans l'actualité des recherches en sciences de l'éducation sur la scolarisation, les programmes et les institutions scolaires du XIXe et du début du XXe siècle. Elle s'engage également dans les débats sur l'éducation des filles et l'histoire des femmes dans l'Europe de l'Est et au Caucase. Cette recherche contribue enfin aux Études Arméniennes en écrivant un chapitre essentiel et inédit de l'histoire arménienne sur la présence et le rôle des femmes dans les événements politiques, sociaux et culturels majeurs du XIXe et du début du XXe siècle. / This dissertation brings to the light the story of the late-mid-nineteenth century and early twentieth-century education of Armenian girls for the first time by placing it in the context of the general political events that influenced its development. It also examines Armenian women's work as educators, organisers and sponsors of girls' schooling. The research is based on a wide array of public and private sources: school reports, programs and regulations, press publications (editorials, correspondences, news, announcements and advertisements), literary works, speeches, memoirs, diaries, autobiographies and letters, which reveal the period's progression from girls receiving private tutoring and an archaic training by deaconesses and celibate devotees to establishing regular schools for girls and providing them a similar form of education as their brothers. The development of Armenian girls' schools and education took place in the turbulent context of the repressive colonial politics of the Russian Government in the Caucasus, the efforts of the Armenian Church to maintain its authority and power over the Armenian communities and the growing Armenian national-revolutionary movement. The research uncovers the nuances of changing consciousness about Armenian girls' education and shows how it led Armenian women to assume public roles, establish schools, charities, libraries, write and translate children's literature, undertake a wide range of fund-raising public activities for girls' schools (charity bazaars, public lotteries, embroidery sales, theatres and concerts) and enter the revolutionary movement. This dissertation joins a vibrant conversation in the educational sciences about nineteenth and early twentieth-century schooling, programs and institutions. It also engages in the discussions about Eastern-European and Caucasian girls' education and women's history. The research also contributes to Armenian Studies by restoring to Armenian history a missing and vital chapter about women's presence and role in the late nineteenth and early twentieth-century major political, social and cultural developments.