[pt] O presente trabalho teve como objetivo colocar em discussão a polêmica sobre a educação de fraca formação moral das jovens da baixa burguesia portuguesa. A criação de expectativas romanescas, provocadas por leituras ultra-românticas, segundo o intelectual e escritor Eça de Queirós, levaram as mulheres a tentar representar na vida as situações de amores ilegítimos e exacerbadamente idealistas que viam romanticamente descritas, nos romances lidos. Para analisar essa premissa, apontada por Eça de Queirós, selecionamos a obra O primo Basílio, na qual o autor defende essa tese através da criação de diferentes personagens e situações. Considerando a importância de seus textos ficcionais e não-ficcionais, por conta da constante tematização dos vários aspectos culturais que mantinham Portugal aquém da modernidade do século XIX, buscamos respaldar o presente estudo abordando, também, parte de sua produção intelectual, como as experiências do autor como escritor, como jornalista e sua correspondência com intelectuais da época. / [en] The present study aims at establishing a relation between the precarious education and the weak moral formation of the 19th century Portuguese ladies from the lower bourgeoisie. According to the writer and intellectual Eça de Queirós, the creation of romantic expectations influenced by the ultra-romantic novels led these women and heroines to try to represent in their lives the situations of illegitimate and extremely idealistic love affairs romantically described in the novels they read. In order to premise Eça de Queirós argument, his novel O primo Basílio was selected for this study as it establishes this communication through the creation of different characters and situations. Considering the importance of his fictional and not fictional works due to the constant studies of various moral and pedagogical aspects which kept Portugal far off from the modernity of the 19th century, the present study also considers part of the intellectual production of the author, his experiences both as a writer and journalist and his correspondence with intellectuals of his time about the topics mentioned above.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Foi analisado, nesta pesquisa, as condições de possibilidades para criação do Colégio Nossa Senhora das Dores na cidade de São João del-Rei, Minas Gerais. Fundado em1898 pelas Filhas da Caridade, iniciou suas atividades com o ensino voltado para um público exclusivamente feminino. O prédio foi construído para abrigar cem alunas internas e tantas outras externas para a formação primária, "ginasial", secundária e o Curso Normal, tendo funcionado em regime de internato, semi-internato e externato. Ao considerar os diferentes estratos de formação para os quais a escola se voltou, enfatizei o exame no nível da formação docente, buscando compreender as relações entre sociedade e educação escolar religiosa e suas articulações com os modelos educacionais difundidos à época. Para tanto, analisei os dispositivos disciplinares destinados a institucionalizar um programa, tendo como princípio a difusão da doutrina cristã associada à formação docente praticada no Colégio no início do seu funcionamento. No projeto de construção é possível observar a preocupação dos idealizadores em reafirmar um modelo escolar de formação do magistério em meio ao debate da qualificação docente em que diferentes modelos de formação estiveram em pauta. Em função do entrelaçamento dos ambientes urbanos e escolares produzidos no final do século XIX e início do XX, as remodelações de cidade fizeram emergir, em São João del-Rei, um edifício exemplar, representado na configuração do ecletismo mineiro. Nessa investigação, os saberes e tempos escolares se tornaram imprescindíveis para proceder à análise da criação e funcionamento da instituição examinada. Da mesma forma, o exame da instituição foi perseguido à medida que essas preocupações apareceram associadas, visto que os lugares e as práticas que os instituíram não podem ser deslocados do que se conseguiu produzir. O estudo enfocou o período entre a criação da instituição (1898) até 1905, ano em que o Curso Normal do CNSD foi equiparado aos cursos das escolas normais oficiais do Estado. Foi baseado na análise de leis, periódicos, relatórios de presidentes de província/estado, normas e estatutos da congregação e de uma vasta documentação localizada no CNSD. Ao entrecruzar essas fontes, a presente pesquisa buscou problematizar as dimensões de governo contidas nos planos da Igreja Católica, em termos gerais, e da Congregação da Missão de São Vicente de Paulo e das Filhas da Caridade, em específico. Pode-se dizer que o CNSD, por meio das Filhas da Caridade da Sociedade São Vicente de Paulo, deixou marcas em São João del-Rei como uma escola brasileira católica cristã, o que reforça a larga tradição de fazer da escola um instrumento de afirmação da fé. Para tal, muito contribuiu o novo estatuto jurídico adquirido em 1905, ampliando a legitimidade conquistada pelo CNSD, constituindo um sinal de forças das "irmãs" na cidade, assim como na eficiência de estratégias e de efetividade da ação educativa protagonizada pelas vicentinas em São João del-Rei. Nessa perspectiva, é possível afirmar que o projeto expansionista do catolicismo romanizado buscou alargar seu raio de ação em diversos locais, seja no interior de uma cidade mineira, seja no Brasil ou em outros países. / By means of this research we intended to analyze the possible conditions to the creation of the Colégio Nossa Senhora das Dores in the city of São João del-Rei, MG. Created in 1898 by the Daughters of Charity, it began its activity with a school aimed only and exclusively at the feminine group. The building was built to house one hundred boarding students and others externals to the primary formation, junior high, secondary and the teachers? course, which functioned in a boarding, semi and external regime. By looking at the different extracts of the formation to which the school turned to, I emphasized the study of the teachers? formation, trying to understand the relations between society and religious education and its articulation with the educational models spread at the time. Because of that I analyzed the disciplinary devices destined to institutionalize a program, which had as principle the diffusion of the Christian doctrine associated with the teaching formation practiced at the school in the beginning of its operation. Because of the interrelationship between the school and urban environments built at the end of the XIX century and the beginning of the XX century, the city reshuffle made emerge in SJDR, an exemplar building represented by the mineiro eclecticism configuration. In this research, the school times and knowledge became fundamental to proceed the analysis of the creation and operation of the institution examined. The study focused the period between the creation of the institution (1898) until 1905, year in which the teachers? course of CNSD was treated as the courses of the official teachers? school of the State. This research, based in the analysis of the law, journals and reports of the presidents of the Province/ State, regulations and the Congregation?s status and a wide documentation located at CNSD, crossed these documentations, and intended to problematize the Government dimensions inside the plans of the Catholic Church, in general terms and of the Congregation of the São Vicente de Paulo mission and specifically, of the daughters of Charity. It's possible to say that the CNSD, through the Daughters of Charity of the SVP left marks in São João del-Rei as a Christian Brazilian catholic school, which reaffirm the wide tradition to make the school an instrument of faith affirmation. For that, contributed the new legal status acquired in 1905, enlarging the legitimacy earned by CNSD, constituted as a signal of forces of the Sisters in the city, as well as the efficiency strategies and effectiveness of the educational action which had the Vicentinas in São João del-Rei as protagonists. In this perspective it's possible to affirm that the expansionist Roman Catholic project intended to extend its radius of action to many locations, either inside the mineira city, either in Brazil and other countries. For that, a rigorous system of rules was elaborated by the Congregation, constituted, in its majority by men, having in mind the affirmation and the establishment of the project of the Daughters of Charity in different places.

In this thesis I have endeavoured to throw light on both the private and public aspect of the lives of women living in the Roman African provinces from the first century BC to the seventh century AD. Funerary inscriptions reveal that the role of women in private life was projected in a manner which reflected the ideals for Roman womanhood (pudicitia, castilas,fides and fecunditas), even when they clearly came of Afro~Punic stock. In terms of the quality of their lives Roman African women of the propertied status groups (about whom we know the most) had a good standard of living compared to other parts of the Roman Empire, and for example were well~educated in the urbanized areas compared to provinces such as Gaul. Roman African women of the elite also enjoyed a degree of autonomy enhanced by the increased financial independence granted to them in terms of Roman law, which enabled them to function as benefactors in their communities in the same way as their male counterparts, donating money for temples, baths and markets. In return for this they were duly recognized in honorary inscriptions by their communities. Although this public role may appear to be in conflict with the 'ideal' domestic or private role of the Roman matron, this activity was sanctioned by the fact that they were acting in the interests of male family members who were engaged in municipal careers. In the 2nd and 3rd centuries there are a few signs that women were beginning to act more in their own interests, but much of their public role faded with the increasing dominance of the Christian Church which prescribed a more limited role for women. The only exceptions occurred in the times of persecution through the temporary prominence gained by women as martyrs and confessors, although this prominence cannot be said to have advantaged women in general. During the Vandal and Byzantine period we know of only a few women, primarily those with connections to the elite at Rome and Constantinople, who acted with the independence and authority of their class. / History / D.Litt. et Phil. (Ancient History)

Les deux dernières décennies du XIXe siècle amorcent l’essor rapide de la banlieue parisienne et le déploiement de l’Ecole d’Etat. Les lois Paul Bert, Ferry et Goblet fondent l’Ecole républicaine laïque et organisent un enseignement féminin public. Dans le sud-est parisien, urbanisation et scolarisation se développent conjointement. L’étude de l’enseignement féminin, tant à travers ses élèves que ses enseignantes, jusqu’à la mise en place de la mixité à la fin des années 1950, révèle alors l’élaboration des modèles éducatifs et des représentations du genre en banlieue. Elle souligne le rôle de l’Ecole dans la codification du rôle social des femmes et de la place qui leur est attribuée dans l’espace de la cité. Elle offre aussi une grille de lecture renouvelée des rapports entre la capitale et ses banlieues, car la différenciation de ces dernières se fonde sur un territoire ressenti aussi bien que construit et sur un imaginaire de l’espace urbain. A travers les représentations qu’il véhicule, l’enseignement féminin souligne la pluralité sociologique du sud-est parisien et ses mutations sociodémographiques. L’évolution des structures et de l’offre scolaire, les attentes des notables et des familles en font le révélateur des différents pouvoirs et acteurs qui structurent cet espace : initiatives et concurrences locales, divergences entre le local et les logiques d’unification départementale ou nationale. L’Ecole concentre les inégalités qui se développent entre Paris et sa banlieue, entre les banlieues. Cette histoire des femmes, de l’Ecole et des banlieues s’articule autour de trois périodes clefs: le tournant du XXe siècle et la politique de laïcisation, l’Entre-deux-guerres et une concurrence scolaire accrue entre les sexes, entre Paris et ses banlieues, les années 1950 lorsque la politique scolaire s’affirme comme un facteur de hiérarchisation urbaine. Entre pouvoirs et société civile, l’enseignement féminin apparaît comme un vecteur fondamental de l’organisation des banlieues sud-est, et de l’affirmation d’une identité banlieusarde. / In the last two decades of the 19th century came the fast development of Parisian suburbs and the beginnings of the state school system. Laws bearing the names of Paul Bert, Ferry and Goblet were the foundation of a republican, secular educational system, as well as they designed public education for women. In the south-west of Paris, urbanism and education followed a joint development. A study of female education through learners and teachers until the implementation of coeducation in the late 1950s reveals the evolution of educational models and gender representation in suburban areas. It highlights the part played by schools in the systematization of the social role of women and the place attributed to them within the city; it also allows for a better understanding of the relationship between the capital and its suburbs, the latter differentiated in the way they are experienced not less than in the way they are planned and built, as well as through representations of the urban space. With the representations it promotes, female education highlights the social diversity of the Parisian south-west, and its socio-demographical mutations. Through the evolution of school structures and educational offer, expectations from parents and the elite, it becomes an indicator of the powers and agents at play there – local competitions and initiatives, discrepancies between local efforts and regional or national policies. The school system focuses the inequalities between Paris and its suburbs, and from one suburb to another. This history of women, education and suburbs addresses three distinct eras : the turn of the 20th century and the beginnings of the secularization of the school system, the Interwar period and the growing competition between genders and between Paris and its suburbs, and the 1950s, when educational policies openly factors in urban hierarchical organization. Between political powers and civil society, female education appears as an essential vehicle for the organization of the south-east suburbs, and the creation of a suburban identity.

In this thesis I have endeavoured to throw light on both the private and public aspect of the lives of women living in the Roman African provinces from the first century BC to the seventh century AD. Funerary inscriptions reveal that the role of women in private life was projected in a manner which reflected the ideals for Roman womanhood (pudicitia, castilas,fides and fecunditas), even when they clearly came of Afro~Punic stock. In terms of the quality of their lives Roman African women of the propertied status groups (about whom we know the most) had a good standard of living compared to other parts of the Roman Empire, and for example were well~educated in the urbanized areas compared to provinces such as Gaul. Roman African women of the elite also enjoyed a degree of autonomy enhanced by the increased financial independence granted to them in terms of Roman law, which enabled them to function as benefactors in their communities in the same way as their male counterparts, donating money for temples, baths and markets. In return for this they were duly recognized in honorary inscriptions by their communities. Although this public role may appear to be in conflict with the 'ideal' domestic or private role of the Roman matron, this activity was sanctioned by the fact that they were acting in the interests of male family members who were engaged in municipal careers. In the 2nd and 3rd centuries there are a few signs that women were beginning to act more in their own interests, but much of their public role faded with the increasing dominance of the Christian Church which prescribed a more limited role for women. The only exceptions occurred in the times of persecution through the temporary prominence gained by women as martyrs and confessors, although this prominence cannot be said to have advantaged women in general. During the Vandal and Byzantine period we know of only a few women, primarily those with connections to the elite at Rome and Constantinople, who acted with the independence and authority of their class. / History / D.Litt. et Phil. (Ancient History)

Ce travail se propose de reconstruire une page peu connue de l'histoire de la diaspora de l'époque du Risorgimento, écrite autour d'un journal littéraire publié à Paris entre les mois de mai et octobre 1836, «L’Italiano. Foglio letterario».Conçu en Suisse par Mazzini et certains de ses compagnons d'exil, «L’Italiano» vit le jour grâce à la collaboration d'un groupe d'exilés italiens résidant dans la capitale française.Par rapport à l'idée d'origine née au sein de la Jeune Italie, le journal dut se confronter à des intellectuels aux parcours culturels et politiques divers qui collaborèrent pour « inaugurer une nationalité, soit-elle littéraire ».Contrairement à son prédécesseur parisien, «L'Exilé» (1832-1834), qui avait l'ambition d'offrir au public italien et français une histoire de la littérature italienne, «L'Italiano» proposait un programme de « critique éducatrice » en s'adressant principalement aux intellectuels de la péninsule.Outre le partage d'une conception éthique et civique de la littérature, le socle culturel sur lequel reposait le journal se fondait sur l'adhésion à une philosophie spiritualiste qui, tout en se revendiquant exclusivement italienne, était alimentée par la rencontre avec certains penseurs français de la Restauration, comme Pierre Leroux et Philippe Buchez.Le programme littéraire du journal s'appuyait sur le théâtre dramatique et sur le mélodrame, considérés comme des dispositifs de mobilisation politique aptes à transposer l'idée de nation sur un plan émotif et symbolique mais aussi à toucher les classes populaires sans avoir recours à la médiation de la parole écrite. / The research aims at reconstructing a neglected episode in the cultural life of the Italian exiles in the Age of the Risorgimento and is centered on a literary magazine published in Paris, from May to October 1836: «L'Italiano. Foglio letterario».«L'Italiano» was envisaged by Mazzini in Switzerland, together with his companions ofexile, and was eventually published with the aid of a group of Italian refugees in Paris. The journal was originally conceived within the context of the «Giovine Italia», but had to face up to a number of intellectuals whose cultural and political background was extremely various and whose intent was to cooperate in order to «principiare una nazionalità, sia pure letteraria».While «L’Exilé» (1832-1834) – the nearest antecedent of this magazine – aspired to provide an history of Italian literature for the Italian and French readers, «L'Italiano» presented rather a program of «critica educatrice» and it was especially addressed to the Italian intellectuals.The circle which arised around the journal was cemented not only by an ethic and engaged conception of literature, but also by a spiritualist philosophy: even if the proponents defended the Italian character of this philosophy, it was developed through a continuous exchange with French Philosophers of the Age of Reaction, such as Pierre Leroux and Philippe Buchez.The journal's proposal was centered on dramatic theatre and melodrama, insofar as theywere considered as instruments for political mobilization, apt to set on an emotional and symbolic dimension the idea of nation, as well as to affect the working-class, without the need for written words. / Questo lavoro si propone di ricostruire una pagina poco nota della diaspora risorgimentale, sorta attorno a un giornale letterario che si pubblicò a Parigi tra il maggio e l'ottobre del 1836, «L’Italiano. Foglio letterario». Concepito in Svizzera da Mazzini e da alcuni suoi compagni d’esilio, «L’Italiano» vide finalmente la luce grazie alla collaborazione di un gruppo di esuli italiani residenti nella capitale francese. Rispetto all’idea originaria, sorta in seno alla Giovine Italia, il giornale dovette confrontarsi con intellettuali dai percorsi culturali e politici assai diversi tra loro, che si trovarono a cooperare per «principiare una nazionalità, sia pure letteraria».Diversamente dal suo precedente parigino, «L'Exilé» (1832-1834), che ambiva a offrire al pubblico italiano e francese una storia della letteratura italiana, «L'Italiano» proponeva, invece, un programma di «critica educatrice» rivolto principalmente agli intellettuali della penisola. Oltre alla condivisione di una concezione etica e civile della letteratura, il sodalizio culturale sorto attorno al giornale si fondava sull’adesione a una filosofia di stampo spiritualista che, pur rivendicando un’origine tutta italiana, si alimentava grazie al confronto con alcuni pensatori francesi della Restaurazione, come Pierre Leroux e Philippe Buchez.La proposta letteraria del giornale poggiava sul teatro drammatico e sul melodramma, in cui riconosceva dei dispositivi di mobilitazione politica che, oltre a proiettare l’idea di nazione su un piano emotivo e simbolico, potevano raggiungere le classi popolari senza la mediazione della parola scritta.

The pedagogy of women printed material, more specifically, the photo-novels, is the object of research of this Thesis, whose proposal is linked to the research line "History, Society and Educational Thought" of the Graduate Program in Education at the Federal University of Sergipe (UFS), in a special way, to the Group of Studies and Research in History of Education: Intellectuals on Education, Educational Institutions and School Practices and relates to theoretical and methodological assumptions of Cultural History, History of Women's Education, The History of the Printed and the History of Reading. It aims to search as leisure readings, in particular, of photo-novels, contributed to teach, from a specific pedagogy, to its readers, ways of being and behaving, enabling them to representations about the world in which they lived. Thus, in order to investigate about the pedagogy of female prints and photo-novels, I selected as reader community Pedagogy students from The Institute of Education "Rui Barbosa" (IERB) during the period of investigation of this object of study (decades of 60 and 70 in the 20th century), in order to know signs of behavior, values and experiences acquired in these readings, including such practices as relevant in the process of formation of this public reader. Therefore, to achieve this research, I discussed about reading practices, in particular, those relating to photo-novels, from the historical moment in which they are granted greater spread in the country, i.e. , between the decades of 60 and 70 in the 20th century. On the other hand, this period coincided with the industrial growth, expansion of consumption and greater accessibility to information. This way, to prove that the female prints and the photo-novels entered therein were carriers of a Pedagogy of values and cultures, I analyze the content of ten editions of the women's magazines of greater movement in the country, the Capricho magazine, six of them being from the 1960s and four, the 1970s of the 20th century, comprising, as parameter established by the Brazilian Institute of Geography and Statistics (IBGE), a generation (1960 to 1975), as well as my interviews with readers of these printed materials that are inserted in the community reader selected for this research. Finally, I support the thesis that leisure readings, in the specific case, magazines directed to women, as well as the photo-novels, reflected in the universe of their readers through a Pedagogy that provided them instruments of an over scholar education, revealing different female models, disseminated by accession and/or resistance, and that, in some way, served as inspiration for some young people about standards to be followed by physical, moral and socially. / La pedagogia delle riviste femminili, più specificamente, i fotoromanzi, è l' oggetto di questa tesi. La proposta è legata alla linea di ricerca "Storia, Società e Pensiero Educazionale" del Programma di Post Laurea in Educazione della Universidade Federal de Sergipe, in modo particulare, allo Gruppo di Studi e Ricerche in Storia Dell Educazione: intellettuali della educazione, istituzioni educative e pratiche della scuola. Si riferisce a principi teorici e metodologici della storia culturale, storia dell educazione femminili, storia delle riviste e storia della lettura. Obiettiva indagare come le letture in tempo libero, in particolare i fotoromanzi, hanno contribuito ad insegnare, una pedagogia specifica ai loro lettori, in modi di essere e di comportarsi, consentendo loro rappresentazioni sul mondo in cui vivevano. Così, per indagare su la pedagogia delle riviste femminili e di fotoromanzi, ho selezionato studenti dei magistrali dello Instituto de Educação “Rui Barbosa” (IERB) nel periodo dell'inchiesta di questo oggetto (anni '60 e '70 del XX secolo), in modo ad verificare i comportamentali, i valori ed esperienze acquisita in queste letture, ed capire le pratiche come rilevante nel processo di formazione di questo lettori. Per raggiungere questa ricerca, ho discusso sulle pratiche di lettura, in particolare quelli relativi ai fotoromanzi, nel momento storico in cui hanno conseguito più diffusione nel paese, vale a dire, tra gli anni '60 e '70 del XX secolo. Questo periodo ha coinciso con la crescita industriale, l'aumento dei consumi e una maggiore accessibilità alle informazioni. Per dimostrare che le riviste di donne e in particolare i fotoromanzi, in loro inserìti, erano portatori di una Pedagogia dei valori e delle culture, ho analizzato il contenuto di dieci edizioni di una delle riviste femminili con la più grande circolazione nel paese, la rivista Capricho. Ci sono sei dei anni 60 e quattro degli anni '70 del XX secolo, comportandosi come parametro impostato dal Instituto Brasileiro de Geografia e Estatística (IBGE), una generazione (1960 al 1975). Ho realizzato interviste con i lettori di queste riviste che ci sono inseriti nella comunità che avevo selezionato per questa ricerca. La mia tesi è che la lettura in tempo libero, nel caso specifico, le riviste rivolte alle donne, cosi, come i fotoromanzi, ha influenzato l'universo dei suoi lettori attraverso una pedagogia che ha fornito loro gli strumenti di educazione non escolare, rivelando diversi modelli femminili, trasmessi da adesione e /o degli resistenza, e, in un certo senso, sono stati l'ispirazione per alcuni giovani circa le norme da seguire fisicamente, moralmente e socialmente. / La pedagogía de los impresos femeninos, pero específicamente, de las fotonovelas, es el objetivo de investigación de esta Tesis, cuya propuesta se vincula a la línea de investigación “Historia, Sociedad y Pensamiento Educacional” del Programa de Postgrado en Educación de la Universidad Federal de Sergipe, de modo peculiar, al Grupo de Estudios e Investigaciones en Historia de la Educación: Intelectuales de la Educación, Instituciones Educacionales y Prácticas Escolares, y se relaciona a los presupuestos teórico metodológicos de la Historia Cultural, Historia de la Educación Femenina, Historia del Impreso e Historia de la Lectura. Objetiva investigar como lecturas de ocio, en especial, de fotonovelas, contribuirían para enseñar, a partir de una pedagogía específica, a sus lectoras, modos de ser y de comportarse, posibilitándoles representaciones acerca del mundo en que vivían. Así siendo, para investigar acerca de la pedagogía del impreso femenino y de las fotonovelas, seleccioné como comunidad lectora estudiantes normalistas del Instituto de Educación “Rui Barbosa” (IERB) durante el periodo de investigación de este objetivo de estudio (décadas de 60 y 70 del siglo XX), a fin de conocer indicios del comportamiento, de los valores y de las experiencias adquiridas en estas lecturas, comprendiendo tales prácticas como relevantes en el proceso de formación de este público lector. Delante de eso, para concretizar esta investigación, discutí sobe prácticas de lectura, en especial, las referentes a las fotonovelas, a partir del momento histórico en que obtuvieron mayor difusión en el país, o sea, comprendido entre las décadas de 60 y 70 del siglo XX. En contrapartida, ese periodo coincidió con el crecimiento industrial, de ampliación del consumo y mayor accesibilidad a la información. De esa manera, para comprobar que el impreso femenino y las fotonovelas en él insertadas eran portadores de una Pedagogía de valores y de culturas, analizo el contenido de diez ediciones de una de las revistas femeninas de mayor circulación en el país, la Revista Capricho, siendo seis de la década de 60 y cuatro, de la década de 70 del siglo XX, comportando, conforme parámetro establecido por el Instituto Brasileño de Geografía y Estadísticas (IBGE), una generación (1960 a 1975), bien como realizo entrevistas con lectoras de estos impresos que están insertadas en la comunidad lectora seleccionada para esta investigación. Por fin, defiendo la tesis de que lecturas de ocio, en el caso específico, revistas dirigidas a mujeres, bien como las telenovelas, repercutirían en el universo de sus lectoras a través de una Pedagogía que les forneció instrumentos de una educación extraescolar, revelando distintos modelos femeninos, difundidos por adhesión y/o resistencia, y que, de cierta forma, sirvieron de inspiración para algunas jóvenes acerca de los patrones a ser seguidos física, moral y socialmente. / A pedagogia dos impressos femininos, mais especificamente, das fotonovelas, é o objeto de investigação desta Tese, cuja proposta vincula-se à linha de pesquisa “História, Sociedade e Pensamento Educacional” do Programa de Pós-Graduação em Educação da Universidade Federal de Sergipe, de modo peculiar, ao Grupo de Estudos e Pesquisas em História da Educação: Intelectuais da Educação, Instituições Educacionais e Práticas Escolares e relaciona-se aos pressupostos teórico-metodológicos da História Cultural, História da Educação Feminina, História do Impresso e História da Leitura. Objetiva pesquisar como leituras de lazer, em especial, de fotonovelas, contribuíram para ensinar, a partir de uma pedagogia específica, às suas leitoras, modos de ser e de se comportar, possibilitando-lhes representações acerca do mundo em que viviam. Assim sendo, para investigar acerca da pedagogia do impresso feminino e das fotonovelas, selecionei como comunidade leitora estudantes normalistas do Instituto de Educação “Rui Barbosa” (IERB), durante o período de investigação deste objeto de estudo (décadas de 60 e 70 do século XX), a fim de conhecer indícios do comportamento, dos valores e das experiências adquiridas nestas leituras, compreendendo tais práticas como relevantes no processo de formação deste público leitor. Diante disso, para concretizar esta investigação, discuti sobre práticas de leitura, em especial, as referentes às fotonovelas, a partir do momento histórico em que obtiveram maior difusão no país, ou seja, compreendido entre as décadas de 60 e 70 do século XX. Em contrapartida, esse período coincidiu com o crescimento industrial, de ampliação do consumo e maior acessibilidade à informação. Dessa maneira, para comprovar que o impresso feminino e as fotonovelas nele inseridas eram portadores de uma Pedagogia de valores e de culturas, analiso o conteúdo de 10 edições de uma das revistas femininas de maior circulação no país, a Revista Capricho, sendo seis da década de 60 e quatro, da década de 70 do século XX, comportando, conforme parâmetro estabelecido pelo Instituto Brasileiro de Geografia e Estatística (IBGE), uma geração (1960 a 1975), bem como realizo entrevistas com leitoras destes impressos que estão inseridas na comunidade leitora selecionada para esta pesquisa. Por fim, defendo a tese de que leituras de lazer, no caso específico, revistas direcionadas a mulheres, bem como as fotonovelas, repercutiram no universo de suas leitoras através de uma Pedagogia que lhes forneceu instrumentos de uma educação extraescolar, revelando diferentes modelos femininos, difundidos por adesão e/ou resistência, e que, de certa forma, serviram de inspiração para algumas jovens acerca de padrões a ser seguidos física, moral e socialmente.

This study concerns the growing women´s independence movement and the professional activity among women in Germany and Austria from 1880 to 1928. Three female novel characters are examples of women who worked at home, chose to become teachers, or, in the beginning of 20th century studied science at the university and worked as scientists. This study aims at finding out if the women in the novels are shown as independent; if both female and male gender norms are represented and what differences there are between the novels. The three novels are Lotti, die Uhrmacherin by Marie von Ebner-Eschenbach and first published in 1880, Mathilde Möhring by Theodor Fontane and published in 1908 and stud. chem. Helene Willfüer by Vicki Baum, published in 1928. The analysis has shown that each one of the three novels expresses social criticism and describes problems the novel figures had because of their female gender. The chosen method for this study is a comparison between the novels and it is based on feminist literature theory. The comparison has shown that three novels have clear similarities and references to the year in which they were published and they discuss actual problems. Further research and analysis is relevant because of the complexity of women´s liberation and their path to equality.

This sociological study explores the past and current higher education (HE) experience of educationalists at Gaza’s universities and how this experience may be evolving in the shifting socio-political context in the Arab World. The thesis is motivated by three questions: 1. What are the perspectives of academic staff in the Faculties of Education at Gaza’s universities on their own past HE experiences? 2. What are the perspectives of students and their lecturers (academic staff) in the Faculties of Education at Gaza’s universities on students’ current HE experiences? 3. How do educationalists in the Faculties of Education at Gaza’s universities perceive the shifting socio-political context in the Arab World, and what current or future impact do they think it will have on the education context at Gaza’s universities? To examine these questions, I conducted an inductive qualitative study. Using 36 in-depth, semi- structured interviews which lasted between (90-300 min), I collected data from educationalists (15 academic staff; 21 students) at two of Gaza’s universities. Due to difficulties of access to the Gaza Strip, the participants were interviewed via Skype from Cambridge. Informed by the literature review, and triangulated with other research activities, such as reviewing participants’ CVs, browsing universities websites, and keeping a reflective journal, a thematic analysis was conducted on the interview data. Theoretically, although this study has benefited from conceptual insights, such as those found in Paulo Freire’s Pedagogy of the Oppressed and in Pierre Bourdieu’s work on symbolic violence, it is a micro-level study, which is mainly data driven. The findings of this research show that in the past, educationalists were relatively more passive in terms of shaping their HE experiences, despite efforts to become resilient. In the present, students and their lecturers continue to face challenges that impact negatively on their participation and everyday life at Gaza’s universities. However, how the HE experience will evolve out of this context in the future is uncertain. The Arab Spring revolutions have had an influence on Gaza HE institutions’ campuses as they have triggered more awareness of students’ grievances and discontent. Because of some political and educational barriers, however, students’ voices are a cacophony; they remain split between “compliance” and resistance (Bourdieu, 1984, p. 471; Swartz, 2013, p. 39). Previously, Sara Roy (1995) rightly indicated a structure of “de-development” in the Gaza Strip (p.110). The findings from this research show that the impact of occupation and of the changes in the Arab World on the educational context in Gaza are more complex than previously thought. There is a simultaneous process of construction and destruction that is both external and internal to educationalists and which undermines academic work at Gaza’s universities. Based on this, the study concludes by explaining six implications of this complex structure for academic practice at Gaza’s universities, offering nine policy recommendations for HE reform, and highlighting six areas for future research.