In the old university of Turku there were written about 4 400 theses. About 1100 of them havefound their way to Linköping in Sweden. This paper describes these theses, new variants whichwere found and some characteristics of their provenance. They are compared with the largebibliography over theses from Turku by Vallinkoski. A couple of theses with completeinformation which have not been available since 1827 were found. Several new variants werefound and together with the known variants they have increased our knowledge about use oftheses by students. Different variants could be designed to thank people at the Academy and inTurku, to thank people at home in Sweden who have contributed to the costsome studies andvery often to the bishop of the students home-diocese. There are even examples of wbichdifferent variants were printed for different dioceses.Theses from time before 1713 are quite few, about 150. They seem to have come to the libraryby private persons, mostly by priests who studied in Turku. No signs of other forms of distributioncan be seen.There are many more theses from the period 1722-1827. The collection is anonymous withhundreds of theses which never have been opened. This and other facts indicate amassdistribution. The author presumes that this massdistribution is connected with the exchangeof publications that started in Sweden in the 1740s initiated by the Uppsala university.

Nosso trabalho consiste em produzir uma edição crítica e investigar a história, modo de composição e transmissão da obra inédita Diccionario das Antiguidades de Portugal. Inicialmente, este trabalho se dedicou a uma cópia manuscrita do século XIX, depositada no Instituto Histórico e Geográfico Brasileiro. A análise das referências bibliográficas de cada verbete e sistema de escrita nos convenceu de que a obra original teria sido composta no século XVIII. O estudo desta cópia levou-nos a encontrar o manuscrito original localizado na Academia das Ciências de Lisboa, sob a autoria de Pedro José da Fonseca (1737-1816), professor do Colégio dos Nobres, membro fundador e diretor da tipografia da Academia, fundada em 1779. Manoel José Maria da Costa e Sá, Oficial Maior da Secretaria dos Negócios da Marinha e Ultramar, é quem entendemos ser o autor da cópia manuscrita do IHGB, sua trajetória é muito desconhecida e pudemos aclará-la. Também tratamos da participação nessa história do Conselheiro Antônio Menezes Vasconcellos de Drummond, que trouxe para o IHGB a cópia feita pelo amigo Costa e Sá. Uma rede transatlântica envolvendo homens de letras em Portugal e no Brasil se torna clara através deste estudo, mostrando que o Diccionario das Antiguidades de Portugal é uma sólida janela através da qual podemos muito bem mirar a história da Cultura Escrita nos séculos XVIII e XIX. / Our work consists in the production of a critical edition and the investigation of the history, composition, and transmission of the unpublished Diccionario das Antiguidades de Portugal (Dictionary of Antiquities of Portugal). Initially, our work was focused on a single manuscript, a copy from the 19th century, deposited in the Brazilian Historical and Geographical Institute (IHGB). The analysis of the bibliographic references pertaining to each entry of the dictionary and the writing system convinced us that the original work was written in the 18th century. The study of this copy led us to find the original manuscript located in the Lisbon Academy of Sciences, under the authorship of Pedro José da Fonseca (1737-1816), who was professor at the College of Nobles, founding member and director of typography in the Academy, founded in 1779. Manoel José Maria da Costa e Sá, Higher Official at the Secretary for the Navy and Overseas Affairs, is the man who we understand to be the author of the manuscript copy belonging to the IHGB; his trajectory is quite unclear and we were able to shed some light upon it. We have also approached the participation in the story of Counselor Antônio Menezes Vasconcellos de Drummond; he brought to the IHGB the copy made by his friend Costa e Sá. A transatlantic network involving Portuguese and Brazilian men of letters becomes clear through this study, rendering it patent that the Diccionario das Antiguidades de Portugal is a steadfast window throughout which we can very well gaze upon the history of Literate Culture in the 18th and 19th centuries.

Cette thèse traite de la carrière politique et du « service de plume » de Blaise de Vigenère (1523-1596), agent du roi et voyageur, puis traducteur et commentateur érudit dans le dernier tiers de sa vie. À travers une étude biographique et contextuelle, elle met en évidence une figure sociale trop méconnue du champ des lettres et de l’histoire : celle du secrétaire. Elle interroge ensuite du point de vue de la poétique le statut d’observateur que Vigenère se donne dans ses écrits : le sens de la merveille et l'analyse de la raison technique y vont de pair. La riche expérience de serviteur de l'ombre théorisée dans les traités italiens, et surtout les pratiques d’écritures qui rejoignent l’humanisme constituent un héritage que Vigenère dépasse cependant. L’entreprise de publication, abondante et efficace, est remise en contexte et peut être comprise comme une prudente tentative de courtiser et de conseiller le pouvoir par l’image ou l’allusion. Dans les dernières œuvres où l’allusion le cède au symbole, Vigenère manie le plan littéral et le plan symbolique. Il se montre kabbalisant catholique et pré-nationaliste. En « Politique » de la fin des guerres de religion, il défend alors l’institution monarchique contre la Ligue catholique. Mais les images du Discours sur l’histoire du roy Charles VII (1594) sont les derniers feux d’une herméneutique inquiète. / This study deals with the career and the service to the monarchy of the penman Blaise de Vigenère (1523-1596), who was an agent to the king and was travelling through Europe. He became a translator and scholarly annotator during the last period of his life. I study biography, historical and sociological context, in order to highlight an essential yet overlooked figure : the secretary. I try to show that the personal point of view in his writings is double : while he admires wonders and signs in nature, he is also a sceptical analyst looking for technical explanations. He inherits the experience of those shadowy figures, awarely described in italian trattati, and their practices of writing – those of humanists. But he goes over. Publishing a lot of manuscripts in a short time, he tries to have an effect on the monarch and to court him. His last works are more explicit. Vigenère combines litteral meaning and symbolic interpretation : he uses a kind of catholic kabbalah in a pre-nationalist purpose. As a « Politique », at the end of the Civil Wars, he is a partisan of the monarchy against the Catholic League. But the images of the Discours sur l’histoire du roy Charles VII (1594) might be the swansong of the Renaissance hermetic symbolism.

No description available.

MACAMBIRA, Débora Dias. Impressões do tempo: os Almanaques no Ceará (1870-1908). 2010. 227 f. Dissertação (Mestrado em História) - Universidade Federal do Ceará, Departamento de História, Programa de Pós-Graduação em História Social, Fortaleza-ce, 2010. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-06-22T16:09:44Z No. of bitstreams: 1 2010_Dis_DDMacambira.pdf: 15296399 bytes, checksum: 8eb1606ae2dcba16bb5cc928938c14cb (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-25T11:40:00Z (GMT) No. of bitstreams: 1 2010_Dis_DDMacambira.pdf: 15296399 bytes, checksum: 8eb1606ae2dcba16bb5cc928938c14cb (MD5) / Made available in DSpace on 2012-06-25T11:40:00Z (GMT). No. of bitstreams: 1 2010_Dis_DDMacambira.pdf: 15296399 bytes, checksum: 8eb1606ae2dcba16bb5cc928938c14cb (MD5) Previous issue date: 2010 / The study is about the Almanac, an editorial genre in wide circulation during the nineteenth century, focusing between the years 1870 and 1908 in Ceará. As a source and object of resource, the Almanac connects to the history of books and reading in Brazil, contributing to knowledge about the distribution of printed, forming circles of readings and networks of readers, making even the stimulus for writing for different paths. Combining format, content and language of greater access, these forms have contributed to the formation and expansion of the readership, promoting cultural exchanges in different areas of the provinces, between points in Brazil, Portugal and other countries. Like editorial spaces of experimentation, the Almanacs gradually incorporated the changes promoted by technical innovations, new content and tested ways of telling, keeping always linked to social and cultural needs of timekeeping. The Almanac is also seen reading, prescribing, promoting the book, linking the printed circuits. / O estudo aborda o Almanaque, gênero editorial de ampla circulação durante o século XIX, com foco entre os anos de 1870 e 1908 no Ceará. Como fonte e objeto de pesquisa, o Almanaque conecta-se à história do livro e da leitura no Brasil, contribuindo para o conhecimento sobre a difusão do impresso, formação de círculos de leituras e redes de leitores, realizando ainda o estímulo à escrita por diferentes caminhos. Conjugando formato, conteúdo e linguagem de maior acesso, esses impressos contribuíram para formação e ampliação do público leitor, promovendo intercâmbios culturais nos diversos espaços das províncias, entre pontos do Brasil, com Portugal e outros países. Como espaço de experimentação editorial, os Almanaques incorporaram de forma gradual as mudanças promovidas pelas inovações técnicas, testaram novos conteúdos e formas de contar, mantendo-se sempre vinculados às necessidades sociais e culturais de marcação do tempo. O Almanaque é também visto prescrevendo leituras, promovendo o livro, articulando circuitos do impresso.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O trabalho de tese resulta da pesquisa sobre os livros que tratam da cultura cearense para a escola bÃsica, no CearÃ, nas trÃs primeiras dÃcadas do sÃculo XX. Para tanto, partiu-se das experiÃncias e das ediÃÃes escolares produzidas por Joaquim Nogueira e utilizadas por professores e alunos do Instituto de Humanidades. Nesse perÃodo, o diretor, do mais tarde denominado ColÃgio Nogueira, publicava diversas ediÃÃes de carÃter didÃtico como o Baralho AritmÃtico, as LiÃÃes progressivas de primeiras letras, o Jornal Bandeirantes, a Revista Escolar e o livro de leitura Anno Escolar. A constituiÃÃo de sentidos, prÃticas, apropriaÃÃes e estratÃgias do editor para compor e manter as suas ediÃÃes à a problemÃtica que emerge tanto por meio da anÃlise das leituras dos alunos quanto da organizaÃÃo do livro Anno Escolar. A histÃria cultural do livro e da leitura, notadamente as contribuiÃÃes de Roger Chartier, Michel de Certeau, Daniel Fabre, Alain Choppin, Anne-Marie Chartier e Jean HÃbrard, inspiram o trabalho de construÃÃo teÃrica e abordagem metodolÃgica. As produÃÃes da historiografia brasileira do livro e da leitura, a exemplo das pesquisas de Tania Regina de Luca, Arlette Medeiros Gasparello e Circe Maria Bittencourt, tambÃm sÃo fundamentais para este trabalho e abordagem. As fontes utilizadas sÃo: o Livro de Partes do ColÃgio Nogueira, o livro Vida Escolar do ColÃgio Nogueira, a Revista Escolar do Instituto de Humanidades, o livro Anno Escolar do Instituto de Humanidades, o Jornal do CearÃ, entre outras / The thesis results of research on the books dealing with the culture of Cearà for the basic school, in Cearà in the first three decades of the twentieth century. For this purpose, came from experiences and scholarly editions produced by Joaquim Nogueira and used by teachers and students of the Institute of Humanities. During this period, the director, later known as ColÃgio Nogueira, publishing several editions of didactic as Baralho AritmÃtico, LiÃÃes progressivas de primeiras letras, Jornal Bandeirantes, Revista Escolar and the book reading Anno Escolar. The constitution of meanings, practices, strategies of appropriation and editor to write and keep their issues is the problem that emerges both through analysis of readings from the students and the organization of the book Anno Escolar. The cultural history of books and reading, especially the contributions of Roger Chartier, Michel de Certeau, Daniel Fabre, Alain Choppin, Anne-Marie Chartier and Jean HÃbrard, inspired by the work of building theoretical and methodological approach. The productions of the brazilian historiography of books and reading, like the works of Tania Regina de Luca, Arlette Medeiros Gasparello and Circe Maria Bittencourt, are also needed for this work and approach. The sources used are the Livro de Partes do ColÃgio Nogueira, the book Vida Escolar do ColÃgio Nogueira, the Revista Escolar do Instituto de Humanidades, the book Anno Escolar do Instituto de Humanidades, the Jornal do CearÃ, among others.

Os livros publicados durante a primeira república que desenvolveram estudos com base nas novas configurações políticas e jurídicas introduzidas no país a partir da promulgação da constituição de 1891 podem ser considerados objetos de consumo que funcionaram como depositários da doutrina constitucional brasileira. Esses materiais procuraram dar continuidade e perenidade ao pensamento constitucional, esforçando-se no sentido de consolidar as criações e os debates constitucionais travados em embates discursivos provenientes das mais diferentes esferas. Os discursos construídos pelos autores são compreendidos dentro de um contexto amplo, no qual diferentes elementos e atores agiram como mediadores entre o texto do escritor e a recepção do leitor. Assim, os livros não são entendidos de forma idealizada como textos puros, mas como produtos finais cuja materialidade e realidade do mercado editorial determinaram também as formas de apresentação e de estruturação interna dos conteúdos abordados. A pesquisa analisa os livros de direito constitucional publicados durante a primeira república a partir desses dois pontos principais. Inicialmente trabalha informações relacionadas à materialidade dos textos, considerando aspectos sobre a produção e circulação desses livros, bem como elementos pré-textuais que trouxeram questões importantes para a sua compreensão. Na seqüência, enfoca os discursos produzidos pelos autores em torno de dois temas constitucionais específicos, o federalismo e o estado de sítio, e a forma como construíram seus textos e argumentos e os estruturaram e apresentaram aos leitores. Tanto nos aspectos relacionados ao mercado editorial do período quanto na análise dos discursos dos prefácios e na abordagem dos temas específicos do federalismo e do estado de sítio, foi possível perceber que no momento inicial da história republicana brasileira esses livros agiram construindo, consolidando e difundindo novos padrões, novos entendimentos e novas formas de concepção de mundo e de práticas de vida, ensinando e doutrinando os cidadãos de acordo com as estruturas republicanas. Considerando que o livro procura sistematizar, explicar, interpretar, divulgar e consolidar a constituição brasileira, numa formatação que incentiva o seu uso por uma gama ampla de leitores, o papel que exerce na sociedade é decisivo, já que repercute nas compreensões sociais e institucionais do país acerca do direito. / The books published during the Brazilian first republic that developed studies based on the new political and legal settings introduced in the country after the promulgation of the constitution of 1891 can be considered as objects of consumption that acted as keepers of the Brazilian constitutional doctrine. These materials sought to provide continuity and sustainability to the constitutional thought, making efforts to consolidate the constitutional creations and debates caught in discursive struggles coming from varied spheres. The discourses constructed by the authors are included within a broad context in which different elements and actors have performed as mediators between the text of the writer and reader reception. Thus, the books are not understood so idealized as pure text, but as final products whose materiality and reality of the publishing industry have also determined the forms of presentation and internal structuring of the content addressed. The research examines the books of constitutional law published during the first republic from these two main points. Initially, working on information related to the materiality of texts, considering aspects of the production and circulation of these books, as well as pre-textual elements that have brought important issues to understanding. Subsequently, it focuses on the discourses made by the authors around two specific constitutional issues, the federalism and the state of siege, and how they built their texts and arguments and structured and presented to readers. In both aspects of the publishing industry of the period and in the discourse analysis of the prefaces and addressing specific issues of federalism and the state of siege, it was revealed that in the initial time of Brazilian republican history, these books acted by building, consolidating and disseminating new standards, new understandings and new ways of designing the world and the daily practice, teaching and indoctrinating citizens in accordance with the republican structures. Whereas the book is an attempt to explain, interpret, disseminate and consolidate the Brazilian constitution, in a format that encourages their use by a wide range of readers, the role it plays in society is crucial, as it reflects in the social and institutional understandings of the country about Law.

Denna explorativa studies syfte är att undersöka förekomst och former av interkulturellt perspektiv i två tryckta läromedel i historia för årskurs 1-3. Frågeställningen är utöver förekomsten och formerna, att undersöka huruvida en potential i detta perspektiv – att bidra till att ge eleverna en mångsidig historieförståelse – utnyttjas. Studien lutar sig mot etablerad teoribildning inom interkulturella perspektiv på historieundervisning, men undersöker de obeforskade yngsta årskurserna. Övrig relaterad forskning redogörs för översiktligt. Kvalitativ textanalys används som metod, med en analysmodell inspirerad av textanalysmetoden och av den forskning som gjorts i Sverige om historieundervisning relaterat till interkulturellt perspektiv. Modellen består av dimensioner som representerar olika formerav interkulturella perspektiv. I resultaten som redovisas framgår att en begränsad förekomst av interkulturellt perspektiv finns i båda läromedlen, och att innehållet även till något större del består i vad som definierats som perspektivets motsats. Resultaten är därmed motsägelsefulla, och potentialen hos perspektivet i att bidra till en mångsidig historieförståelse kan sägas både utnyttjas och inte utnyttjas.

Cette thèse traite des rapports noués entre le livre et la photographie en France au cours du dernier tiers du XIXe siècle. Elle dégage les enjeux recouverts par cette association pour les acteurs collaborant à sa réalisation, à la croisée desquels a été progressivement inventé un objet inédit : un livre dont le discours s’élabore à partir de la combinaison de textes et de photographies entre ses plats de couverture au moins, mais aussi sur ses pages si l’envie ou le besoin le commande. Pour cela, elle circonscrit les contours et les tendances de la production moyenne entre 1867 et 1897, en construisant un corpus qui en reflète l’étendue et les ambitions. De type systémique, son analyse démontre que le livre n’a été ni le berceau, ni le foyer, non plus que le vecteur de diffusion principal des images photographiques en France au XIXe siècle. En révélant l’extrême diversité de la production, elle prouve par contre que le livre a constitué un laboratoire d’expérimentations des modalités de l’association des textes et des images photographiques, dans le but de formaliser un discours pour le pérenniser. Par ce biais, les auteurs et les éditeurs ont progressivement défini les spécificités de la photographie dans le champ des moyens disponibles pour l’illustration. Permettant notamment aux imprimeurs-éditeurs de réaffirmer leur position dominante sur un monde de l’édition en mutation, les processus de cette appropriation se distinguent toutefois par la très faible implication de la communauté photographique. Dès lors, cette thèse propose une périodisation des liens des photographes au livre, lorsque celui-ci est utilisé comme un levier dans leurs réclamations statutaires. / This thesis is about the relationship between books and photography in France during the last three decades of the 19th century. It reveals what was at stake in this specific association for the diverse actors involved in its creation. Articulating multiple issues, a new object was gradually invented: the photographically illustrated book, that is a book discursively produced through combining texts and photographic images between its covers, if not on the very pages themselves. To this end, the thesis charts the boundaries and tendencies of the average production of photographically illustrated books between 1867 and 1897, building a corpus that reflects its extent and its ambitions. Through a systemic analysis, it demonstrates that books were neither the breeding grounds nor the main sites nor the main vehicles for the dissemination of photographic images in 19th century France. By showing the extreme diversity of the production, it argues that books have constituted an experimental ground where modalities of texts’ and photographic images’ associations were tested. Through this process, authors and editors progressively defined what would become the specific characteristics of photographic images as means available for illustration. Allowing publishers and printers to reaffirm their dominant position in the world of publishing, the processes of this appropriation is particular because of the very low involvement of the photographic community itself. Therefore, the thesis proposes a periodization of the links of photographers to the book, analysing its role in the statutory claims they made through time.

Made available in DSpace on 2016-12-08T16:35:13Z (GMT). No. of bitstreams: 1 marlene.pdf: 3066233 bytes, checksum: f8f7398a09a28ec202b711a8e46fbed2 (MD5) Previous issue date: 2011-04-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this master's degree dissertation, are presented the results of the research held on the reading textbooks written and produced between 1953 to 1957 by Teacher Manoel Bergström Lourenço Filho (1897- 1970), aimed at students of primary public schools of the country. Known as the Pedrinho Graduate Reading Series, consisted of four literature books and a reading primer, namely: Pedrinho (1953), Pedrinho e seus amigos (1954), Aventuras de Pedrinho (1955), Leituras de Pedrinho e Maria Clara (1956), and the primer, Upa, cavalinho! (1957) All published by Companhia Editora Melhoramentos, (SP). For the elaboration of the Series (Lourenço Filho), beyond the texts of his authorship, selected excerpts were taken from work already published by other authors, all of whom appeared throughout the four books of literature in the form of lessons. These textbooks were produced with the intention to stimulate the desire to read with comprehension in a productive form, and the second specifies the actual author on the presentation of the first volume of The first grade to watch the problems of human relations at home, at school, and in the social life (LOURENÇO FILHO, 1961). Approached based upon the assumptions of the Educational History in interface with the books history and the literature, is centered in researched bibliography and documentary. The objective of the present job consists of elaborating in a mapping of the authors chosen by Lourenço Filho to compose the scope of Series. From this survey, only a few authors were highlighted, due to those who contributed more in terms of quantity of lessons published, and identified himself to learn more focus placed on those same lessons. This analyses created possibilities to conclude what, in the historic moment in which what was published and utilized, as selected lectures continued knowing who composed the Primary Education pertaining to various disciplines; however, it was found that Lourenço Filho, whom chose authors to write the Series, emphasized texts that privileged knowledge especially dedicated to the teaching of History and Geography in Brazil as disciplines formed the Brazilian nationality / Nesta dissertação de mestrado, são apresentados os resultados de pesquisa realizada nos manuais escolares de leitura escritos e produzidos entre 1953 e 1957 pelo prof. Manoel Bergström Lourenço Filho (1897 1970), voltados a alunos de escolas primárias públicas do País. Conhecida como Série de Leitura Graduada Pedrinho, era composta por quatro livros de leitura e uma cartilha, a saber: Pedrinho (1953), Pedrinho e seus amigos (1954), Aventuras de Pedrinho (1955), Leituras de Pedrinho e Maria Clara (1956), e a cartilha Upa, cavalinho! (1957), todos publicados pela Companhia Editora Melhoramentos (SP). Para a elaboração da Série, Lourenço Filho, além de textos de sua autoria, selecionou variados trechos de obras já publicados por outros autores e autoras que figuram ao longo dos quatro livros de leitura em forma de lições. Esses manuais escolares foram produzidos com a pretensão de estimular a vontade de ler com compreensão, de forma produtiva, bem como, segundo explicita o próprio autor na apresentação do primeiro volume, ser a primeira série a cuidar dos problemas das relações humanas no lar, na escola e na vida social (LOURENÇO FILHO, 1961). Mediante abordagem baseada nos pressupostos da História da Educação em interface com a História do Livro e da Leitura e centrado em pesquisa bibliográfica e documental, o objetivo do presente trabalho consiste em elaborar um mapeamento dos autores e autoras escolhidos por Lourenço Filho para compor o escopo da Série. A partir desse mapeamento, destaca-se os que mais contribuíram em termos de quantidade de lições publicadas, bem como identificou-se os saberes mais colocados em foco nessas mesmas lições. Esta análise criou possibilidades para concluir que, no momento histórico em que foi publicada e utilizada, as lições selecionadas continham saberes que compunham o Ensino Primário concernentes a diversas disciplinas; entretanto, verificou-se que Lourenço Filho, ao escolher autores para compor a Série, enfatizou textos que privilegiavam especialmente saberes dedicados ao ensino da História e da Geografia brasileiras identificadas como disciplinas formadoras da nacionalidade