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The South African classroom music curriculum has changed in the twenty years since the transition from apartheid to democracy in 1994. The broad imperative for the main music education policy shifts is a political agenda of social transformation and reconciliation. Policy aims are to include many more learners in the music classroom by promoting the study of diverse musics that were previously marginalised and by providing a framework for music education that allows learners to progress at their own pace. This research study investigated to what extent music teachers are able and likely to fulfil the requirements of the new, post-apartheid curriculum, with particular reference to the National Curriculum Statement music policies (NCS). Specifically, it considered whether teachers have a particular allegiance to Western and/or African music. Twelve South African music teachers were interviewed for this purpose. The latest music curriculum revision in the form of the Curriculum and Assessment Policy Statement (CAPS, 2011) has modified knowledge content by streaming music into three distinct but parallel genres. In addition to Western music, the curriculum incorporates Indigenous African music and Jazz as representative of the diverse cultural interests of South Africans. An analysis of post-apartheid music policy documents draws on post-colonial thought to frame the affirmation of African music by giving it a prominent place in the curriculum. In order to appreciate the role different musics are expected to play in the curriculum, the work of prominent ethnomusicologists provides a means to conceptualise the range of emerging musics, including World Music, Global Music and Cosmopolitan Music, and their differences. For teachers to comply with the policy directive to teach different musics to diverse learners, they are required to expand their knowledge and adapt their teaching styles to achieve these aims. This study highlights a lack of resources and of structured teaching support through continuing professional development as well as a need for policy to give clearer direction in the way it instructs teachers to execute the changes demanded of them in the curriculum. An investigation of teachers’ own musical education and their views of the new curriculum reveals that they are willing to teach a variety of musics. Their perceptions of the differences between Western and African music illustrate a reflective understanding of the challenges they face in this undertaking.

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

This thesis investigates the development of radical politics in Liverpool in the first half of the nineteenth century and argues that distinctive events and trends in Liverpool exercised an important influence on the activities of the Reform Movement nationally between 1848 and 1854. It addresses two important but largely neglected areas of historiography: first, the political history of Liverpool in the years between the abolition of the slave trade and the mass influx of Irish refugees in mid-century, during which time the town rose to commercial pre-eminence; secondly, the influence of major provincial centres such as Liverpool on politics at the national level. The origins of Liverpool’s reformist Town Council of 1835-1841 are traced and show a continuity of thought and personalities over several decades against a backdrop of Tory paternalism and institutionalised corruption. The new reformist administration is seen as laying the foundations of a modern society through good governance, financial economy, civil liberty and innovation. On the Corn Laws issue, Liverpool’s reformers were reluctant to follow Manchester’s lead, preferring to pursue free trade on a broad front. This study follows their progress and shows how, ultimately, their thinking on financial reform influenced Cobden’s “National Budget” and remained an ever-present stimulus for several decades. The most prominent of Liverpool’s radical reformers was Sir Joshua Walmsley, whose achievements in both municipal and national politics have received much less attention from historians than they have merited. This study details the influences and experiences in his early career and then traces how, through political dexterity, he pushed parliamentary reform to the forefront of the national political agenda and established the National Parliamentary and Financial Reform Association in 1849. The influence exerted by his Liverpool background on both his political development and style of campaigning may be seen throughout his parliamentary career.

Orientador: Alessandra Arce Hai / Banca: Dermeval Saviani / Banca: Rosa Fátima de Souza Chaloba / Resumo: Ao estudar a história da educação e a história das ideias pedagógicas observamos no século XX o embate entre o tradicional e o inovador. A crítica promulgada pela Escola Nova contra o Ensino Tradicional denota aspecto negativo do ato de ensinar e, invariavelmente, as ideias pedagógicas que defendem o ato de ensinar são aproximadas com o termo "tradicional". As correntes pedagógicas que defendem o ato de ensinar, dentre elas: a Pedagogia Tradicional (PT), a Psicologia Histórico-Cultural (PsHC) e a Pedagogia Histórico-Crítica (PsHC); tem sido alvo de comparações e de críticas pelos movimentos contemporâneos que fazem a crítica ao ensino, denominando-as, sob o julgo negativo do termo "tradicional". Assim algumas questões têm nos inquietado: Seria possível que a aproximação entre a PT, a PsHC e a PeHC? Em que medida há aproximações e rupturas nas ideias pedagógicas? Quais os interesses em aproximá-las ou em distanciá-las? O objetivo geral foi de analisar a defesa do ato de ensinar da PT, da PsHC e da PeHC presente na história das ideias pedagógicas. Para tal, utilizamos como categorias de análise a concepção de sociedade, concepção de homem, concepção de educação, concepção do ato de ensinar (processo de ensino aprendizagem), concepção de professor e concepção de aluno. Os objetivos específicos foram (a) investigar a representação do ato de ensinar das correntes pedagógicas nas teses e dissertações presentes no portal da CAPES e (b) analisar a relação entre o "tradicional" e o "moderno" na construção histórica das ideias pedagógicas. O referencial teóricometodológico ancora-se na história das ideias pedagógicas, articulando o materialismo histórico-dialético e as contribuições da Escola dos Annales. A revisão bibliográfica compreendeu o levantamento e a análise de vinte e uma produções acadêmicocientíficas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: By studying the history of education and the history of pedagogical ideas in the twentieth century we see the clash between traditional and innovative. The criticism against promulgated by the New School and Traditional Shool denotes negative aspect of the act of teaching and, invariably, the pedagogical ideas that defend the act of teaching is approached with the term "traditional." The pedagogical trends that advocate the act of teaching, including: Traditional Pedagogy (PT), the Historical-Cultural Psychology (PsHC) and Historical-Critical Pedagogy (PsHC) has been the subject of comparisons and criticisms by the contemporary movements that make the critique of education, calling them, under the yoke of the negative term "traditional". So we have some unsettled issues: Is it possible that the rapprochement between the PT, and PsHC PeHC? To what extent there are breaks in approaches and pedagogical ideas? What interests or bring them to alienate them? The overall objective was to analyze the act of defending the teaching of PT, and PsHC PeHC present in the history of pedagogical ideas. To this end, we use as categories of analysis the conception of society, concept of man, concept of education, concept of the act of teaching (teaching-learning process), concept of teacher and student concept. The specific objectives were (a) to investigate the representation of the act of teaching pedagogical trends in theses and dissertations present the portal of CAPES and (b) examine the relationship between the "traditional" and "modern" in the historical construction of pedagogical ideas. The theoretical and methodological framework is anchored in the history of pedagogical ideas, articulating the historical and dialectical materialism and the contributions of the Annales School. The literature review included the survey and analysis of twenty-one academicscientific productions, eight and thirteen... (Complete abstract click electronic access below) / Mestre

A primeira Lei Geral da Instrução Pública, de 15 de outubro de 1827, foi um marco na história da educação brasileira por prever a possibilidade de criação de escolas de primeiras letras de meninas nas cidades e vilas mais populosas pelos presidentes e conselhos provinciais. Em São Paulo, as primeiras cinco cadeiras foram criadas em 1828 e providas por meio de concurso público e desde esse ano até 1860, 88 escolas foram criadas e 136 professoras as ocuparam. Compreender a invenção do magistério público feminino no universo da história das mulheres trabalhadoras e da sociedade paulista oitocentista é o objetivo desta investigação. Como fio para alinhavar a narrativa, elegemos a primeira professora pública da Província, Benedita da Trindade do Lado de Cristo. A trama é tecida a partir de questões, espaços, polêmicas, relações e tradições identificadas, inicialmente, em sua trajetória e ampliada para a experiência docente coletiva das mestras. As interpretações são construídas recorrendo-se ao aporte teórico metodológico da história social, história do cotidiano e micro história, e da contribuição de pesquisas sobre história das mulheres e história da educação. As fontes da pesquisa formam um conjunto variado constituído por manuscritos do Arquivo Público do Estado de São Paulo; legislação e relatórios da Instrução Pública e de presidentes da Província; periódicos; documentação censitária; registros visuais; registros de batismo; relatos de viagens e literatura memorialista. O estudo está organizado em quatro capítulos. No primeiro, buscamos delinear os contornos do mundo do trabalho feminino, no qual destacamos as diversas possibilidades de ser mulher que povoaram as experiências na São Paulo oitocentista, com as profundas desigualdades sociais, de gênero e raciais de um país escravista. No segundo, passamos às questões específicas da docência feminina. Percorremos querelas, saberes, métodos, salários e dados numéricos da instrução num movimento de cotejamento entre as ações do governo provincial e as experiências das mestras públicas. No terceiro, discutimos três dimensões do acesso e transmissão da docência pública entre mulheres paulistas no XIX: a família, o ingresso por meio de concursos e indicações, e o Seminário de Educandas, um asilo paulista de órfãs como espaço educativo feminino que legou o magistério a algumas de suas internas. O último capítulo apresenta o corpo discente da escola feminina da Sé, considerando que uma das dimensões significativas do ofício docente é seu impacto na trajetória da população feminina que frequentou as escolas públicas. As experiências destas mulheres no magistério evidenciam o quanto elas se valeram das possibilidades em cena, afirmando, modificando e rompendo com os destinos mais recorrentes; para além da educação, contam sobre o ser mulher e o protagonismo feminino possível no século XIX. / The first General Law of Public Instruction, of October 15, 1827, is a milestone in the history of Brazilian education, as it authorizes provincial presidents and councils to create schools of first letters for girls in the cities and more populous villages. In São Paulo, the first five chairs were founded in 1828 and provided by means of public entrance examination and from this year to 1860, 88 schools were created and 136 teachers occupied them. This research aims to understand the invention of female public teaching regarding the history of working women and of the nineteenth-century society of São Paulo. As guideline to this study, we elected the first female public teacher of the Province, Benedita da Trindade do Lado de Cristo, in whose trajectory we initially identify questions, spaces, polemics, relationships and traditions that are then extended to the teachers collective teaching experience. The interpretations and methodology are based on social history theories, history of daily life and micro history, and on research on womens history and history of education. The sources of the research form a varied set consisting of manuscripts from the Public Archive of the State of São Paulo; legislation and reports of the Public Instruction and of provincial presidents; newspapers; visual records; baptismal records; travel reports and memoirist literature. The study is organized in four chapters. In chapter one, we outline the world of womens work, highlighting the diverse possibilities of being a woman in São Paulo during the nineteenth century, with the profound social, gender and racial inequalities of a slave country. In chapter two, we turn to the specific questions of female teaching, going through quarrels, knowledge, methods, salaries and numeric data of the instruction in a movement of comparison between the actions of the provincial government and the experiences of the public female teachers. In chapter three, we discuss three dimensions of access and transmission of public teaching among women in the nineteenth century: the family; entry through public entrance examinations and nominations; and the Seminar of Educandas, a São Paulo asylum of orphans as a female educational space that bequeathed the magisterium to some of its inmates. The last chapter presents the student body of the Sé womens school, considering that one of the significant dimensions of the teaching profession is its impact on the trajectory of the female population that attended public schools. The experiences of these women in the magisterium show how they made use of the existing possibilities, affirming, modifying and breaking with the most recurrent destinies; Beyond education, they tell about being a woman and the possible female protagonism in the nineteenth century.

Orientador: Carlos Monarcha / Banca: Raquel Discini de Campos / Banca: Alessandra Arce / Resumo: A Revista da Escola Normal de São Carlos publicada em São Carlos,SP, entre os anos de 1916 e 1923, e destinada aos professores públicos, pode ser considerada uma das primeiras revistas de educação e ensino publicadas no interior do estado de São Paulo à época da Primeira República. Produzida pelo corpo docente da Escola Normal Secundária de São Carlos, a Revista pretendia intervir significativa e produtivamente no âmbito das questões de educação e ensino, mediante produção teórica e diretrizes práticas, visando à inovação educacional do ensino das matérias do currículo da escola primária, articuladamente à difusão do ideário republicano, objetivando impulsionar o desenvolvimento cultural do Estado e da Nação. O objetivo da pesquisa foi identificar e analisar as idéias e as práticas veiculadas pelos autores colaboradores da Revista. Os assuntos abordados por essa publicação periódica contribuíram para a difusão de concepções e idéias sintonizadas com a problemática das transformações sociais educacionais em curso nos anos de 1910 e 1920. / Abstract: The Revista da Escola Normal de São Carlos was published in São Carlos, SP, between the years 1916 and 1923 for teachers and public. This magazine may be considered one of the first journals in education established in the state of São Paulo at the time of the First Republic. Produced by professors of the Secondary Normal School of São Carlos, the magazine intended to intervene in education and training in a meaningful and productive way by producing theoretical and practical guidelines, educational innovation to the teaching of subjects belonging to the curriculum of primary school and by articulating the dissemination of republican ideas to foster the cultural development of the state and nation. In this context, the present research aims to know the ideas and actions of the collaborator authors of the Revista da Escola Normal de São Carlos. The issues in the regular publication contributed to the dissemination of concepts and ideas attuned to the educational problems of the social changes underway in the years 1910 and 1920. / Mestre

Apontando a necessidade de problematizar os trabalhos que tendem a generalizar (e branquear) as relações escolares da escola paulista nas primeiras décadas do século XX, e partindo da hipótese que os negros, obstante às limitações, frequentaram os grupos escolares nesse período, a tese pretendeu discutir a escolarização de crianças negras na cidade de São Paulo. O período que compreende os anos de 1920-1940 marca as transformações das estruturas econômicas, sociais, políticas e ideológicas da cidade de São Paulo, e as discussões sobre a necessidade de democratizar a educação popular no sentido de alfabetizar as massas também se faziam presentes. Para realizar a análise utilizamos pesquisa bibliográfica e investigação documental. Com base nos jornais da imprensa negra paulista, que tratavam das aspirações por educação e instrução profissional, nas pesquisas etnológicas realizadas pelo Departamento de Cultura da Prefeitura Municipal de São Paulo na década de 1930, nos depoimentos de famílias negras da Coleção Memória da Escravidão em Famílias Negras de São Paulo (Universidade de São Paulo) e na documentação oficial depositada em arquivos públicos estadual e municipal, foi possível considerar a presença de crianças negras nos grupos escolares da capital. A partir dessas fontes construiu-se um perfil racial deste universo escolar, que revelou a inserção de crianças negras na ordem de, aproximadamente, 10%. A presença negra na escola paulista traz a compreensão de que os negros obtiveram oportunidades de escolarização quando da implementação da Escola Nova, especialmente pela intenção dos reformadores paulistas em disciplinar os diferentes grupos étnico-raciais que perfaziam o universo escolar, para enfim, propagar os valores republicanos e reformar a vida social paulista rumo à modernidade anunciada. / Pointing out the need to problematize the works that tend to generalize (and whiten) school relations of schools from São Paulo city in the early decades of the twentieth century, and assuming that blacks, despite the limitations, attended school groups during this period, the thesis intended to discuss the education of black children in São Paulo city. The period that covers the years 1920-1940 marks the transformation of economic structures, social, political and ideological of São Paulo city, and discussions about the need to democratize education in the sense of popular alphabetize the masses were also presented. It has used bibliographic and documentary research to conduct the analysis. Based on the journals of the black press in São Paulo, which dealt aspirations for education and professional instruction in ethnological research conducted by the Department of Culture of the municipal government of São Paulo city in the 1930s, in the testimonies of black families Collection Memory of Slavery in Black Families of São Paulo (University of São Paulo) and in the official documentation filed in state and local public records, it was possible to consider the presence of black children in school groups from São Paulo city. From these sources it has built a racial profile of this school universe, revealed that the inclusion of black children in the order of approximately 10%. The black presence in schools from São Paulo brings the understanding that blacks had opportunities of schooling when the implementation of the New School, especially the intent of reformers from São Paulo to \"discipline\" the different ethnic and racial groups that accounted for the school environment, to finally spread republican values and reform of social life of São Paulo city toward modernity announced.

O objeto da pesquisa é a vasta produção textual de José Feliciano de Oliveira, abolicionista, positivista e professor da Escola Normal de São Paulo no final do século XIX e início do XX. Os objetivos gerais do trabalho consistem na análise da vida e obra do autor de forma a situá-lo nos campos da instrução pública brasileira e do positivismo brasileiro e francês, além de esclarecer aspectos de sua atuação de forma a compreender seu pensamento educacional como um mestre de vocação positivista em ação na história republicana brasileira. Para a análise, o conjunto da obra foi categorizado conforme a classificação de gêneros textuais de Dolz e Schneuwly e dividido em três agrupamentos principais: construção da nacionalidade brasileira, doutrina positivista e educação. As fontes consultadas foram as obras bibliográficas, artigos para a imprensa, notadamente em O Estado de S. Paulo, e correspondência, tendo o autor se dedicado a escrever obras sobre personagens exemplares para a sociedade brasileira, como Tiradentes, Santos Dumont e José Bonifácio. Voltado à escrita de uma história de integração luso-brasileira, filiado a instituições como o IHGB, tratou de temas clássicos como o descobrimento do Brasil e a bandeira nacional. Nos escritos sobre o positivismo, abordou tanto os princípios da doutrina quanto as disputas que ele protagonizou no campo, notadamente com a liderança carioca da Igreja Positivista do Brasil e com a direção da Maison dAuguste Comte de Paulo Carneiro. Como educador, defendeu a regeneração social através do ensino, com a incorporação do negro, do índio e do proletariado, e a preparação adequada para a vida moral em sociedade, possibilitada pelo ensino integral. O professor deveria ser para ele um exemplo de comportamento voltado à pátria, que incentivasse os alunos a se comportarem com urbanidade a fim de que pudesse haver progresso. Como testemunha entusiasmada e protagonista na Escola Normal do início da República, preocupou-se também com a elaboração memorialística do que havia vivenciado na instituição. A inserção institucional de Feliciano, anterior à organização universitária brasileira, não foi suficiente para que sua obra fosse devidamente lembrada pelas gerações seguintes. O mestre paulista procurou o reconhecimento social de sua obra ao mesmo tempo em que precisava lidar com os limites impostos pela doutrina positivista que condenava a ênfase no individualismo. / The object of the research is the vast textual production of the abolitionist, positivist and teacher of the Normal School of São Paulo José Feliciano de Oliveira in the late nineteenth and early twentieth centuries. The general objectives of the work are to analyze the author\'s life and work in order to situate him in the fields of Brazilian public education and Brazilian and French positivism, as well as clarifying aspects of his work understanding his educational thinking as a master of positivist vocation during Brazilian republican history. For the analysis, the whole of the work was categorized according to the classification of textual genres of Dolz and Schneuwly being divided into three main groups: construction of Brazilian nationality, positivist doctrine and education. The sources consulted were bibliographical works, press articles notably in O Estado de S. Paulo and correspondence. Aimed at writing a history of Portuguese-Brazilian integration, affiliated with institutions such as the IHGB, he dealt with classical themes such as the discovery of Brazil and the national flag, devoting himself to writing works on exemplary characters for Brazilian society, such as Tiradentes, Santos Dumont and José Bonifácio. Considering his writings on positivism, he dealt with both the principles of doctrine and the disputes he played in the field, notably with the leadership of the Positivist Church in Brazil and with the direction of Maison d\'Auguste Comte by Paulo Carneiro. As an educator, he defended social regeneration through education, with the incorporation of the black, indigenous people and the proletariat, adequately preparing for moral life in society made possible by integral education. Furthermore, in his view, the teacher should be an example of behavior toward the homeland, which would encourage students to behave with civility so that progress could be made. During the Republics first years, he was witness and protagonist in the Normal School, posteriorly worring about the memorialistic elaboration of what he had experienced in the institution. The institutional insertion of Feliciano, prior to the Brazilian university organization, was not enough so that his work was properly remembered by the following generations. The São Paulo master sought the social recognition of his work while dealing with the limits imposed by the positivist doctrine that condemned the emphasis on individualism.