Investigando e teorizando sobre importantes questões geográficas, a geografia alemã, desde Humboldt, Ritter, Ratzel e outros, até chegar a Hettner, trouxe grandes contribuições para a história do pensamento geográfico. No presente estudo, o trabalho de Hettner é foco de nossa análise, particularmente no que consiste a contribuição metodológica deste autor. Investigando a conjuntura da História do Pensamento Geográfico da segunda metade do século XIX ao início do século XX, na Alemanha, bem como discutindo os principais conceitos geográficos trabalhados pelos alemães, este trabalho pretende contribuir para o entendimento do pensamento geográfico, sobretudo o de um autor pouco conhecido no Brasil como Alfred Hettner. Cremos que se destaca na proposta deste autor, a ausência de dicotomia na relação homem-natureza e na definição da geografia como ciência autônoma que teria como objeto de estudo, historicamente definido, o espaço terrestre. Inserida na classificação de Comte como ciência concreta, a geografia é, para Hettner, uma ciência corológica e sistemática que dirige sua atenção à ordenação das coisas no espaço. Seu pensamento difundiu-se não só pela Alemanha, mas também pela França e Estados Unidos, convertendo-se numa base teórica fundamental na história do pensamento geográfico, assimilada, posteriormente, por importantes autores, tais como Richard Hartshorne. / Since Humboldt, Ritter, Ratzel and others, until Hettner, German geography investigated and theorized important geographical issues and brought great contributions to the history of geographical thought. In this study, the work of Hettner is the focus of our analysis, particularly regarding to the methodological contributions of this author. We investigate the conjuncture of the History of Geographical Thought in the second half of the nineteenth century to the beginning of the twentieth century in Germany and we also discuss the main geographical concepts developed by Germans. Aside, this work aims to contribute to the clarifying of the geographical thought, especially the thought of an author unknown in Brazil, as Alfred Hettner. We believe that what stands out in Hettners proposal is an absence of a dichotomy in the relationship between men and nature and the definition of geography as an autonomic science, which has land as its historically defined object of study. Inserted in the classification of Comte as concrete science, according to Hettner, geography is a chorological and systematical science, which directs our attention to things in space. His thought not only was spread out through Germany, but also through France and United States of America, and becoming a theoretical basis in the history of geographical thought, which was later on assimilated by important authors, such as Richard Hartshorne

Investigando e teorizando sobre importantes questões geográficas, a geografia alemã, desde Humboldt, Ritter, Ratzel e outros, até chegar a Hettner, trouxe grandes contribuições para a história do pensamento geográfico. No presente estudo, o trabalho de Hettner é foco de nossa análise, particularmente no que consiste a contribuição metodológica deste autor. Investigando a conjuntura da História do Pensamento Geográfico da segunda metade do século XIX ao início do século XX, na Alemanha, bem como discutindo os principais conceitos geográficos trabalhados pelos alemães, este trabalho pretende contribuir para o entendimento do pensamento geográfico, sobretudo o de um autor pouco conhecido no Brasil como Alfred Hettner. Cremos que se destaca na proposta deste autor, a ausência de dicotomia na relação homem-natureza e na definição da geografia como ciência autônoma que teria como objeto de estudo, historicamente definido, o espaço terrestre. Inserida na classificação de Comte como ciência concreta, a geografia é, para Hettner, uma ciência corológica e sistemática que dirige sua atenção à ordenação das coisas no espaço. Seu pensamento difundiu-se não só pela Alemanha, mas também pela França e Estados Unidos, convertendo-se numa base teórica fundamental na história do pensamento geográfico, assimilada, posteriormente, por importantes autores, tais como Richard Hartshorne. / Since Humboldt, Ritter, Ratzel and others, until Hettner, German geography investigated and theorized important geographical issues and brought great contributions to the history of geographical thought. In this study, the work of Hettner is the focus of our analysis, particularly regarding to the methodological contributions of this author. We investigate the conjuncture of the History of Geographical Thought in the second half of the nineteenth century to the beginning of the twentieth century in Germany and we also discuss the main geographical concepts developed by Germans. Aside, this work aims to contribute to the clarifying of the geographical thought, especially the thought of an author unknown in Brazil, as Alfred Hettner. We believe that what stands out in Hettners proposal is an absence of a dichotomy in the relationship between men and nature and the definition of geography as an autonomic science, which has land as its historically defined object of study. Inserted in the classification of Comte as concrete science, according to Hettner, geography is a chorological and systematical science, which directs our attention to things in space. His thought not only was spread out through Germany, but also through France and United States of America, and becoming a theoretical basis in the history of geographical thought, which was later on assimilated by important authors, such as Richard Hartshorne

Made available in DSpace on 2014-06-11T19:31:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-09-14Bitstream added on 2014-06-13T18:42:47Z : No. of bitstreams: 1 gaertner_e_dr_rcla.pdf: 3949496 bytes, checksum: 35a395d2d798f2837b2fbd204ebd2e61 (MD5) / Este trabalho procura resgatar aspectos históricos da educação e da matemática escolar da região de Blumenau (SC), de colonização alemã, no período de 1889 a 1968. Para alcançar este objetivo, utilizamos a História Oral (temática) como metodologia de investigação acompanhada de pesquisa a registros escritos. O uso de fontes orais, na forma de depoimentos de ex-alunos e de professores de Matemática, aliado às fontes escritas, possibilitou-nos conhecer a estrutura escolar e o funcionamento das escolas alemãs , criadas a partir de 1850 e extintas em 1938, com as leis de nacionalização do ensino. Aspectos relativos à matemática escolar, tais como: conteúdos estudados pelos alunos, formação dos professores, estratégias de ensino e recursos didáticos utilizados neste tipo de escola, são também evidenciados. Através das vozes dos depoentes, tivemos a oportunidade de conhecer os esforços de uma comunidade em favor da educação e da preservação de sua cultura, como, também, o impacto provocado em suas vidas pelas bruscas mudanças ocorridas durante o período do Estado Novo. Discutiu-se, ainda, o sistema educacional implantado nas escolas de Blumenau, após 1938, e, como se deu o ensino da Matemática até o ano de 1968, quando é criado o curso de Matemática pela Fundação Universidade Regional de Blumenau. / The purpose of this research is to show some historical aspects of education and the mathematics studied at schools, from 1889 until 1968, in Blumenau-SC, a city colonized by the German. To reach this goal, we have used the Oral History as a methodological investigation followed by written records surveying. The use of oral sources, such as information from ex-students and Mathematics professors, allied to written records, allowed us to know the school structure and the operation of the German schools, created in 1850 and extincted in 1938, because of the laws of nationalization of teaching. Aspects related to the mathematics at school, such as: contents studied by the learners, education of professors, teaching strategies and didactic resources used in this kind of school, are also shown. Through the voices of the witnesses, we had the chance to be in touch with the efforts of a group of people for education and for the maintenance of their culture. Also we could perceive the impact in their lives because of the abrupt changes that happened in the Estado Novo - the current political system from 1937 to 1945. In addition, we discussed the educational system introduced in schools in Blumenau, after 1938, and how math was taught till 1968, when the Fundação Universidade Regional de Blumenau created Mathematics as a university course

Orientador: Antonio Vicente Marafioti Garnica / Banca: Antonio Carlos Carrera de Souza / Banca: Carlos Roberto Vianna / Banca: Miriam Godoy Penteado / Banca: Maria Ângela Miorim / Resumo: Este trabalho procura resgatar aspectos históricos da educação e da matemática escolar da região de Blumenau (SC), de colonização alemã, no período de 1889 a 1968. Para alcançar este objetivo, utilizamos a História Oral (temática) como metodologia de investigação acompanhada de pesquisa a registros escritos. O uso de fontes orais, na forma de depoimentos de ex-alunos e de professores de Matemática, aliado às fontes escritas, possibilitou-nos conhecer a estrutura escolar e o funcionamento das escolas “alemãs”, criadas a partir de 1850 e extintas em 1938, com as leis de nacionalização do ensino. Aspectos relativos à matemática escolar, tais como: conteúdos estudados pelos alunos, formação dos professores, estratégias de ensino e recursos didáticos utilizados neste tipo de escola, são também evidenciados. Através das vozes dos depoentes, tivemos a oportunidade de conhecer os esforços de uma comunidade em favor da educação e da preservação de sua cultura, como, também, o impacto provocado em suas vidas pelas bruscas mudanças ocorridas durante o período do Estado Novo. Discutiu-se, ainda, o sistema educacional implantado nas escolas de Blumenau, após 1938, e, como se deu o ensino da Matemática até o ano de 1968, quando é criado o curso de Matemática pela Fundação Universidade Regional de Blumenau. / Abstract: The purpose of this research is to show some historical aspects of education and the mathematics studied at schools, from 1889 until 1968, in Blumenau-SC, a city colonized by the German. To reach this goal, we have used the Oral History as a methodological investigation followed by written records surveying. The use of oral sources, such as information from ex-students and Mathematics professors, allied to written records, allowed us to know the school structure and the operation of the "German" schools, created in 1850 and extincted in 1938, because of the laws of nationalization of teaching. Aspects related to the mathematics at school, such as: contents studied by the learners, education of professors, teaching strategies and didactic resources used in this kind of school, are also shown. Through the voices of the witnesses, we had the chance to be in touch with the efforts of a group of people for education and for the maintenance of their culture. Also we could perceive the impact in their lives because of the abrupt changes that happened in the "Estado Novo" - the current political system from 1937 to 1945. In addition, we discussed the educational system introduced in schools in Blumenau, after 1938, and how math was taught till 1968, when the Fundação Universidade Regional de Blumenau created Mathematics as a university course / Doutor

This diploma thesis focuses on the history and the presence of the schools in Dobronín, small village. The aim of the diploma thesis was to analyze the circumstances, the absence of the students, and the classes. It is a historical-comparative thesis. For all the needed information, I used the literature (both in electronic and book form), especially chronicles and school reports available at the school Dobronín and in District Archive in Jihlava. The diploma thesis focuses on the period 1882 - nowadays, and besides, contains the history of the time when just one small school with one class was allowed for the Czech children. Currently, there is an elementary school in Dobronín. Individual schooling in the focused burgher school is above expectations in comparison with other villages. Surprisingly, they have zero unexcused absence for the past few years. However, the historical resources shows that even though the students are present in the school, the teaching may be interrupted by both planned and unexpected events. Key words Czech school, German school, burgher school, country school, schooling, elementary school

With the enlightenment thought in the 18th century, progress of man’s development grew to something better. Throughout this era all the way to the 19th century, the thought that the human kind can develop and evolve was every man’s pursue. It was believed that with the help of education, deaf and blind people could be given a chance for a normal set of life. That given the right tools they could be removed from the outline of society and brought into the social world. Throughout this time-period there where two different active ways of education that inspired educationalists in Europe and America. The German school, which focused on the development and use of speech and the French school which taught and focused on the visual language, i.e. sign language. This report puts interest in the development of the Swedish teacher Elisabeth Nordin’s chosen education system and its results. It was essential to study the background of education and care for the deaf and blind, in order to understand its progress. Furthermore, it gives a comparison of Sweden’s development in this area. Presenting a result of which the system of education for deaf and blind has gone from crippling them, to enchanting them a life of independency.