Text in Afrikaans / Summary in Afrikaans and English / This study is an attempt to analyse and describe syncretism as an encompassing phenomenon from a historical-educational perspective. In recent times, the ideas of globalization, the influence of modern science, as well as certain ideas concerning modern education, are closely related to the manifestation of syncretism. A study of various exemplars from the past and present disclosed the essences of syncretism, thus unveiling the religious growth-motives that underlie syncretism, which also played an important role in the development of Western civilization and the modem world. The multi-faith idea (the idea of unity and synthesis), the idea of secularization, and the idea of relativity, were identified as prominent characteristics of syncretism. The identification and analysis of the essences of syncretism and supporting religious principles. become possible when syncretism is set in opposition to the Biblical and reformational thought processes. Bible-based education provides an alternative to syncretism in a fast changing and post-modern world. It gives perspective on the instruction to people to care for and develop God's creation. The intrinsic characteristics of Bible-based education were used as evaluation criteria in an attempt to expose syncretism. The characteristics of Bible-based education which also provide a framework for establishing a corrective to the problematic educational situation, are the following: • the acknowledgement of the Holy Trinity as central to man's existence; • the Bible/Holy Scriptures as essential for a Christian world and life view; • the essence of a Christian anthropology; • education as the fulfilment of God's covenant with man; • the directive role of Bible-based norms; • the transfer of culture through education • Biblical cosmology as an expression of the Christian faith; • the reformational aspect of Bible-based education. In the evaluation of syncretism, it was discovered that the relationship between man and the Holy Trinity would be negatively affected if the Christian religion were not regarded as the only source of truth concerning the salvation of man and the true meaning of life. The influence of syncretism necessitates a reformational and antithetical approach, which constantly emphasises the importance of the educator's role in the teaching and education of the child in the modem educational system. / In hierdie studie word gepoog om die sinkretisme as omvattende verskynsel vanuit 'n histories-opvoedkundige perspektief te ontleed en te omskryf. Die globaliseringsverskynsel, die inwerking van die modeme wetenskap en bepaalde idees in die moderne onderwys hang saam met die manifestasie van die sinkretisme in die eietyd. In 'n eksemplariese verlede- en eietydse studie is grondig ondersoek ingestel na tendense en verskynsels wat die wesenlike van die sinkretisme openbaar. Religieuse grondmotiewe in die Westerse beskawingsontwikkeling het 'n wesenlike bydrae gelewer tot die opkoms van die sinkretisme van die moderne wereld. Die wesenskenmerke wat prominent in die eksemplariese ondersoek betreffende die realisering van die sinkretisme gemanifesteer het, was die multireligieuse/intergeloofsidee en sintesedenke (eenheidsidee), die sekulariseringsverskynsel en die relatiwiteitsverskynsel. Die identifisering en ontleding van die wesenskenmerke van die sinkretisme en ondersteunende religieuse grondmotiewe word moontlik indien die sinkretisme teenoor die Bybelse en reformatoriese denkhouding gestel word. Bybelgefundeerde onderwys bied 'n altematief vir die sinkretisme in 'n snel veranderende en postmodeme wereld en gee perspektief aan die mens se beheersingsopdrag in die skeppingswerklikheid. Die wesenskenmerke van Bybelgefundeerde onderwys is as evalueringskriteria aangewend in 'n poging om die sinkretisme in sy ware gedaante te ontbloot. Die wesenskenmerke wat terselfdertyd die raamwerk vir die daarstel van 'n korrektief vir die problematiese onderwyssituasie bied, is: • God Drie-enig as sentrale uitgangspunt; • die Bybel/Heilige Skrif as essensieel vir 'n Christelike lewens en wereldbeskouing; • die Christelike mensbeeld (antropologie) as voorwaarde vir Bybel-gefundeerde onderwys • onderwys en opvoeding as die bevestiging van God se verbond met die mens; • die rigtinggewende rol van Bybelgefundeerde norme; • kultuuroordrag en Bybelgefundeerde onderwys; • die Bybelse skeppingsleer as 'n uitdrukking van die Christelike geioof; • die refonnatoriese/gereformeerde inslag van Bybelgefundeerde onder­wys In die evaluering van die sinkretisme is bevind dat die mens se grondverhouding met God Drie-enig aangetas word indien die Christelike godsdiens nie as die enigste bron van waarheid betreffende die mens se redding en toekomsverwagting beskou word nie. Die inwerking van die sinkretisme noodsaak in die moderne onderwyssisteem 'n reformatoriese en antitetiese denkhouding wat die mens deurlopend opskerp ten opsigte van sy rol as opvoeder in die opvoeding en onderwys van die kind. / Educational Studies / D. Ed. (History of Education)

in English Development of Czech education in Znojmo, development of girl education in Znojmo, Czech girl education in Znojmo, German girl education in Znojmo, women's emancipation, national revival in Znojmo, Educational Association for Women's occupations "Vlasta" in Znojmo, personalities of Czech and girl education in Znojmo, biographies, Jan Vlk, Eduard Krechler, Karel Polesný

Text in Afrikaans / Summary in Afrikaans and English / This study is an attempt to analyse and describe syncretism as an encompassing phenomenon from a historical-educational perspective. In recent times, the ideas of globalization, the influence of modern science, as well as certain ideas concerning modern education, are closely related to the manifestation of syncretism. A study of various exemplars from the past and present disclosed the essences of syncretism, thus unveiling the religious growth-motives that underlie syncretism, which also played an important role in the development of Western civilization and the modem world. The multi-faith idea (the idea of unity and synthesis), the idea of secularization, and the idea of relativity, were identified as prominent characteristics of syncretism. The identification and analysis of the essences of syncretism and supporting religious principles. become possible when syncretism is set in opposition to the Biblical and reformational thought processes. Bible-based education provides an alternative to syncretism in a fast changing and post-modern world. It gives perspective on the instruction to people to care for and develop God's creation. The intrinsic characteristics of Bible-based education were used as evaluation criteria in an attempt to expose syncretism. The characteristics of Bible-based education which also provide a framework for establishing a corrective to the problematic educational situation, are the following: • the acknowledgement of the Holy Trinity as central to man's existence; • the Bible/Holy Scriptures as essential for a Christian world and life view; • the essence of a Christian anthropology; • education as the fulfilment of God's covenant with man; • the directive role of Bible-based norms; • the transfer of culture through education • Biblical cosmology as an expression of the Christian faith; • the reformational aspect of Bible-based education. In the evaluation of syncretism, it was discovered that the relationship between man and the Holy Trinity would be negatively affected if the Christian religion were not regarded as the only source of truth concerning the salvation of man and the true meaning of life. The influence of syncretism necessitates a reformational and antithetical approach, which constantly emphasises the importance of the educator's role in the teaching and education of the child in the modem educational system. / In hierdie studie word gepoog om die sinkretisme as omvattende verskynsel vanuit 'n histories-opvoedkundige perspektief te ontleed en te omskryf. Die globaliseringsverskynsel, die inwerking van die modeme wetenskap en bepaalde idees in die moderne onderwys hang saam met die manifestasie van die sinkretisme in die eietyd. In 'n eksemplariese verlede- en eietydse studie is grondig ondersoek ingestel na tendense en verskynsels wat die wesenlike van die sinkretisme openbaar. Religieuse grondmotiewe in die Westerse beskawingsontwikkeling het 'n wesenlike bydrae gelewer tot die opkoms van die sinkretisme van die moderne wereld. Die wesenskenmerke wat prominent in die eksemplariese ondersoek betreffende die realisering van die sinkretisme gemanifesteer het, was die multireligieuse/intergeloofsidee en sintesedenke (eenheidsidee), die sekulariseringsverskynsel en die relatiwiteitsverskynsel. Die identifisering en ontleding van die wesenskenmerke van die sinkretisme en ondersteunende religieuse grondmotiewe word moontlik indien die sinkretisme teenoor die Bybelse en reformatoriese denkhouding gestel word. Bybelgefundeerde onderwys bied 'n altematief vir die sinkretisme in 'n snel veranderende en postmodeme wereld en gee perspektief aan die mens se beheersingsopdrag in die skeppingswerklikheid. Die wesenskenmerke van Bybelgefundeerde onderwys is as evalueringskriteria aangewend in 'n poging om die sinkretisme in sy ware gedaante te ontbloot. Die wesenskenmerke wat terselfdertyd die raamwerk vir die daarstel van 'n korrektief vir die problematiese onderwyssituasie bied, is: • God Drie-enig as sentrale uitgangspunt; • die Bybel/Heilige Skrif as essensieel vir 'n Christelike lewens en wereldbeskouing; • die Christelike mensbeeld (antropologie) as voorwaarde vir Bybel-gefundeerde onderwys • onderwys en opvoeding as die bevestiging van God se verbond met die mens; • die rigtinggewende rol van Bybelgefundeerde norme; • kultuuroordrag en Bybelgefundeerde onderwys; • die Bybelse skeppingsleer as 'n uitdrukking van die Christelike geioof; • die refonnatoriese/gereformeerde inslag van Bybelgefundeerde onder­wys In die evaluering van die sinkretisme is bevind dat die mens se grondverhouding met God Drie-enig aangetas word indien die Christelike godsdiens nie as die enigste bron van waarheid betreffende die mens se redding en toekomsverwagting beskou word nie. Die inwerking van die sinkretisme noodsaak in die moderne onderwyssisteem 'n reformatoriese en antitetiese denkhouding wat die mens deurlopend opskerp ten opsigte van sy rol as opvoeder in die opvoeding en onderwys van die kind. / Educational Studies / D. Ed. (History of Education)

The diploma thesis focuses on didactic and summary analysis of antiquity in elementary school's history textbooks and their comparison. The theoretical part consists of the changes of school system, History education and antique languages from the second part of nineteenth century until the era of the First Czechoslovak Republic. The practical part discusses didactic and summary analysis of selected textbooks. The summary analysis focuses on proportion of political and cultural history, depiction of the historical icons, references and parrarels to the time, when the particular textbook was written and also the way of presentation of each nation (mainly Greeks, Romans, Germans). Keywords: history textbooks, antiquity, Czechoslovakia (1918-1938), education, 20th century

TITLE: The Newest History of the Central Bohemian Borough Byšice AUTHOR: Bc. Jiří Sisák DEPARTMENT: History & History Didactics Department STUDY PROGRAMME: Teaching for high schools, Master degree Programme in History and Civics SUPERVISOR: Mgr. Dušan Foltýn ABSTRACT: This diploma thesis reviews the history of the borough Byšice in the last two centuries and attempts to assess the importance of the various epochs in the development of the community. The main body of the thesis examines its own history of the borough, the side lines represent the cultural history and the history of the village school in Byšice. All events are processed gradually in a chronological order. The role of various social groups in the history of the town is being examined, as well as the conversion of the urban village in the city. KEYWORDS: regional history, Czech towns, cultural history, history of education, 19th century, 20th century

Estudo histórico que tem por objetivo localizar e analisar a produção escrita por mulheres sobre música, relacionada a diversos contextos educacionais no Brasil, durante as primeiras cinco décadas do século XX. Como fontes, foram consultadas as publicações inventariadas na pesquisa, documentos manuscritos de arquivos históricos, documentos oficiais, periódicos, iconografia e arquivos pessoais de professoras. O 1º capítulo é dedicado a uma visão de conjunto sobre a produção escrita por mulheres sobre música. O capítulo 2 analisa as primeiras décadas e estabelece uma discussão sobre as representações de música brasileira e europeia na educação musical. O capítulo 3 trata da música na escola formal e da participação de mulheres no canto orfeônico, considerando o processo de institucionalização e escolarização da música e o papel da publicação de hinários, cancioneiros e livros didáticos nesse processo. O capítulo 4 aborda a formação de professores e a pedagogia da escola nova, destacando os conflitos na historiografia e na prática do canto orfeônico. O capítulo 5 concentra-se na formação artística, tendo por foco o ensino especializado de música, a presença de mulheres na atividade artística e as representações sobre o feminino. São analisados três exemplos da produção escrita, como dispositivos de inscrição no campo musical. Nas considerações finais, discute-se a função da memória (individual e coletiva) e sua relação com as práticas e as representações encontradas sobre a professora de música (em suas múltiplas atuações). Entre as principais noções e conceitos utilizados estão: campo (principalmente campo artístico), habitus, doxa e capital cultural, de Pierre Bourdieu; práticas, representações e apropriação, de Roger Chartier, bem como sua discussão metodológica (sobre a história do livro e da leitura) e teórica (sobre cultura escrita); estratégias e táticas, de Michel de Certeau, assim como sua análise da operação historiográfica. O conceito de gênero, presente em diversos autores, permitiu tratar a produção escrita por mulheres como conjunto, de forma relacional. Para a história das mulheres, tivemos como principal referência Michelle Perrot. A produção acadêmica em história da educação, sobretudo a brasileira, auxiliou a definição e exploração do tema, assim como as pesquisas musicológicas recentes. Um dos resultados da pesquisa foi um inventário de livros publicados (46 autoras e 100 obras), com a identificação de editoras, instituições, temáticas e modalidades de ensino musical praticadas na primeira metade do século XX no Brasil. Como parte das conclusões, a produção escrita sobre música é vista como intrínseca à profissão docente, utilizada como estratégia de valorização profissional e pessoal. As práticas de leitura e escrita (textual e musical) foram adquiridas no ambiente escolar, no espaço social da família e nas instituições de formação artística. Constata-se uma diversidade de processos de publicação, entre eles: iniciativas particulares das autoras; projetos editoriais, inclusive os patrocinados por governos estaduais ou pelo federal; programas institucionais para provimento de material didático adaptado às exigências legais; requisito formal para o ingresso no magistério superior. / Historical study that aims to situate and analyze the written production of women about music, related to several educational contexts in Brazil, during the first five decades of the 20th century. The sources include the publications collected during this research, manuscript documents from historical archives, official documents, periodicals, iconography, and educators personal archives. The first chapter is devoted to an overview of the production about music written by women. Chapter 2 analyzes the first decades and establishes a discussion about the representations of Brazilian and European music in music education. Chapter 3 is about music in formal school and the participation of women in canto orfeônico (school choir singing), analyzing the process of institutionalization and schooling of music and the role of hymnal, songbook and didactic book publishing in the process. Chapter 4 focuses on teachers training and the escola nova (new school) pedagogy, emphasizing the conflicts in the historiography and in the practice of canto orfeônico (school choir singing). Chapter 5 concentrates on artistic training, with focus on specialized teaching, the presence of women in artistic activity and the representations about the feminine. Three examples of written production are analyzed, as devices of inscription in the musical field. In the final considerations, the function of memory (both individual and collective) is discussed, inasmuch as its relation to practices and representations of female music educators (in their multiple roles). The main notions and concepts used are: field (specially artistic field), habitus, doxa, and cultural capital by Pierre Bourdieu; practices, representations and appropriation by Roger Chartier, as well as his methodological discussion (on the history of the book and the history or reading) and theoretical (on written culture); strategies and tactics by Michel de Certeau, as well as his analysis of the historiographical operation. The concept of gender, employed by numerous authors, allowed for a discussion of womens written production as a whole, in a relational manner. For the history of women, our main reference was Michelle Perrot. Academic production on the history of education, mainly the Brazilian one, facilitated the definition and exploration of the subject, as well as recent musicological research. One of the results of this investigation was an inventory of published books (46 authors and 100 works), with the identification of publishers, educational institutions and of the themes and modalities of music teaching that were current at the first half of the 20th century in Brazil. As part of the conclusions, the written production about music is seen as intrinsic to the teaching profession, used as strategy of both professional and personal valorization. The practices of reading and writing (of text and music) were acquired in the school environment, in the social space of the family and in the artistic training institutions. Diverse processes of publishing are detectable, such as: individual initiative of the authors; editorial projects, including those sponsored by state or federal governments; institutional programs for the provision of didactic material adapted to legal obligations; formal requirements to start a university teaching career.

Estudo histórico que tem por objetivo localizar e analisar a produção escrita por mulheres sobre música, relacionada a diversos contextos educacionais no Brasil, durante as primeiras cinco décadas do século XX. Como fontes, foram consultadas as publicações inventariadas na pesquisa, documentos manuscritos de arquivos históricos, documentos oficiais, periódicos, iconografia e arquivos pessoais de professoras. O 1º capítulo é dedicado a uma visão de conjunto sobre a produção escrita por mulheres sobre música. O capítulo 2 analisa as primeiras décadas e estabelece uma discussão sobre as representações de música brasileira e europeia na educação musical. O capítulo 3 trata da música na escola formal e da participação de mulheres no canto orfeônico, considerando o processo de institucionalização e escolarização da música e o papel da publicação de hinários, cancioneiros e livros didáticos nesse processo. O capítulo 4 aborda a formação de professores e a pedagogia da escola nova, destacando os conflitos na historiografia e na prática do canto orfeônico. O capítulo 5 concentra-se na formação artística, tendo por foco o ensino especializado de música, a presença de mulheres na atividade artística e as representações sobre o feminino. São analisados três exemplos da produção escrita, como dispositivos de inscrição no campo musical. Nas considerações finais, discute-se a função da memória (individual e coletiva) e sua relação com as práticas e as representações encontradas sobre a professora de música (em suas múltiplas atuações). Entre as principais noções e conceitos utilizados estão: campo (principalmente campo artístico), habitus, doxa e capital cultural, de Pierre Bourdieu; práticas, representações e apropriação, de Roger Chartier, bem como sua discussão metodológica (sobre a história do livro e da leitura) e teórica (sobre cultura escrita); estratégias e táticas, de Michel de Certeau, assim como sua análise da operação historiográfica. O conceito de gênero, presente em diversos autores, permitiu tratar a produção escrita por mulheres como conjunto, de forma relacional. Para a história das mulheres, tivemos como principal referência Michelle Perrot. A produção acadêmica em história da educação, sobretudo a brasileira, auxiliou a definição e exploração do tema, assim como as pesquisas musicológicas recentes. Um dos resultados da pesquisa foi um inventário de livros publicados (46 autoras e 100 obras), com a identificação de editoras, instituições, temáticas e modalidades de ensino musical praticadas na primeira metade do século XX no Brasil. Como parte das conclusões, a produção escrita sobre música é vista como intrínseca à profissão docente, utilizada como estratégia de valorização profissional e pessoal. As práticas de leitura e escrita (textual e musical) foram adquiridas no ambiente escolar, no espaço social da família e nas instituições de formação artística. Constata-se uma diversidade de processos de publicação, entre eles: iniciativas particulares das autoras; projetos editoriais, inclusive os patrocinados por governos estaduais ou pelo federal; programas institucionais para provimento de material didático adaptado às exigências legais; requisito formal para o ingresso no magistério superior. / Historical study that aims to situate and analyze the written production of women about music, related to several educational contexts in Brazil, during the first five decades of the 20th century. The sources include the publications collected during this research, manuscript documents from historical archives, official documents, periodicals, iconography, and educators personal archives. The first chapter is devoted to an overview of the production about music written by women. Chapter 2 analyzes the first decades and establishes a discussion about the representations of Brazilian and European music in music education. Chapter 3 is about music in formal school and the participation of women in canto orfeônico (school choir singing), analyzing the process of institutionalization and schooling of music and the role of hymnal, songbook and didactic book publishing in the process. Chapter 4 focuses on teachers training and the escola nova (new school) pedagogy, emphasizing the conflicts in the historiography and in the practice of canto orfeônico (school choir singing). Chapter 5 concentrates on artistic training, with focus on specialized teaching, the presence of women in artistic activity and the representations about the feminine. Three examples of written production are analyzed, as devices of inscription in the musical field. In the final considerations, the function of memory (both individual and collective) is discussed, inasmuch as its relation to practices and representations of female music educators (in their multiple roles). The main notions and concepts used are: field (specially artistic field), habitus, doxa, and cultural capital by Pierre Bourdieu; practices, representations and appropriation by Roger Chartier, as well as his methodological discussion (on the history of the book and the history or reading) and theoretical (on written culture); strategies and tactics by Michel de Certeau, as well as his analysis of the historiographical operation. The concept of gender, employed by numerous authors, allowed for a discussion of womens written production as a whole, in a relational manner. For the history of women, our main reference was Michelle Perrot. Academic production on the history of education, mainly the Brazilian one, facilitated the definition and exploration of the subject, as well as recent musicological research. One of the results of this investigation was an inventory of published books (46 authors and 100 works), with the identification of publishers, educational institutions and of the themes and modalities of music teaching that were current at the first half of the 20th century in Brazil. As part of the conclusions, the written production about music is seen as intrinsic to the teaching profession, used as strategy of both professional and personal valorization. The practices of reading and writing (of text and music) were acquired in the school environment, in the social space of the family and in the artistic training institutions. Diverse processes of publishing are detectable, such as: individual initiative of the authors; editorial projects, including those sponsored by state or federal governments; institutional programs for the provision of didactic material adapted to legal obligations; formal requirements to start a university teaching career.