[pt] A importância de Lucio Costa (1902-1998) para a constituição da arquitetura moderna no Brasil no segundo quartel do século XX excedeu, em muito, a sua atuação como projetista. Autor ou co-autor de projetos fundamentais para a renovação da arquitetura brasileira, além de artífice de acontecimentos cruciais, Lucio Costa foi, ademais, o responsável pela produção e difusão pública de enunciados que, acompanhando-a pari passu, deram sustentação e em certa medida tornaram possível, já a partir de meados da década de 1940, o extraordinário sucesso de uma certa arquitetura moderna brasileira. Focalizando exclusivamente a produção textual de Lucio Costa, esta Tese procura mapear os caminhos e características do conceituar costiano entre 1924 e 1951. Mais do que identificar as características do desenho que o arquiteto dá a essa arquitetura, procurou-se identificar, a cada momento, as questões que norteiam as formulações do arquiteto; em que medida estas se aproximam da agenda do movimento modernista brasileiro; em que ponto ou momento dele se afastam. / [en] The role played by Lucio Costa in the development of modern architecture in Brazil exceeds his own architectural practice. Through a series of public statements, Costa established the theoretical basis for the so-called Brazilian modern architecture, i. e., a modern architecture that was also legitimately Brazilian. This dissertation focus on the texts produced by Costa between 1924 and 1951 and tries to identify not only the main characteristics of this architecture, but also the questions upon which, according to its idealizer, depended its success.

A história do livro didático brasileiro é recuperada neste trabalho no período correspondente à instalação do Estado Nacional, juntamente com a criação das escolas públicas elementares e secundárias, até a primeira década do século atual, com as propostas de ampliação da rede escolar do regime republicano. Nesta trajetória, acompanhamos a construção do saber escolar organizado pelo poder educacional, dividido entre o Estado civil e a Igreja Católica. Em meio às disputas entre os dois setores, o livro escolar desempenhava um papel fundamental na concretização dos projetos educacionais de ambas as tendências. O livro didático foi se transformando em uma importante mercadoria das empresas editoriais que se aliaram ao Estado na divulgação dessa produção cultural que tendia a se ampliar. O saber escolar contido no livro didático é analisado pelas disciplinas História Geral e do Brasil, desvendando o processo de transposição do saber erudito para o saber a ser ensinado. Dentro dessa problemática, situamos o papel dos autores dos livros didáticos de História e o \"lugar\" de sua produção. A partir da confecção do livro didático, na qual pudemos identificar os inúmeros agentes que interferiam em sua composição, buscamos identificar como este objeto cultural era usado por professores e alunos nos diferentes espaços escolares, detectando as questões que envolveram o processo de ensino e aprendizagem do período. / The history of the Brazilian textbook, in this research, is presented from the constitution of the National State, with the creation of public schools until the first decade of the twentieth century, with the expansion of schools under the republican regime. In this trajectory, we follow the construction of school knowledge organized by the educational power, divided between the civil state and the Catholic Church. The textbook, amid the disputes between the civil and religious powers, came to occupy a fundamental place in the realization of the educational projects of both tendencies. The research then presents the growth of the production of the school book and its transformation into an important commodity for the publishing companies that allied themselves with the policies of the State in the spreading of a cultural production that tended to expand. The textbook, in a second part of the research, is analyzed by the construction of school discipline. It selects, as a case study, the books of History of Brazil and of Universal History in the process of articulation carried out by the authors between historical and erudite religious knowledge in the production of historical school content. From the process of making the textbook and its different agents, the third part of the research presents how this cultural object was used by teachers and students in different school spaces, identifying the problems that involved the teaching and learning process of this period.

Le but de ce travail est premièrement celui de contribuer à la stabilisation de l’outil cinématographique au sein des études géographiques. En particulier l’attention sera ciblée sur trois possibles manières d’employer le cinéma au sein de la géographie : le cinéma comme représentation de l’espace, comme imaginaire des lieux et enfin comme exemple conceptuel. Dans le détail, la recherche concernera essentiellement les imaginaires des espaces urbains au sein du cinéma-catastrophe, en s’interrogeant notamment sur la capacité de ces films de constituer un nouveau régime de visibilité de l’urbain. Le corpus d’analyse se compose de soixante-deux films, issus pour la plupart du genre de la science-fiction. De ce point de vue, l’idée de départ est celle de conjuguer la dimension temporelle (en particulier les idées de futur) que la science-fiction présuppose, avec la dimension spatiale de l’urbain. La première relation entre cet imaginaire et les réalités urbaines fait suite à une interprétation « crisologique » : ces films contribuent à stabiliser un imaginaire fictionnel qui se nourrit de nombreuses pathologies qui hantent le développement des espaces urbains des derniers cinquante ans. Le dernier point essayera d’élargir la portée des réflexions précédentes. On considère l’imaginaire catastrophiste au sein du Zeitraumgeist (esprit du temps et de l’espace) contemporain. En particulier, l’attention sera portée sur une possible mutation de nos rapports à l’espace et au temps. Dans ce cas, le cadre de référence sera le concept de modernité, analysé en tant qu’expérience spatio-temporelle. La conclusion portera à élaborer l’hypothèse de la « néomodernité », néologisme qui indique les changements internes des rapports au temps (passé, présent et futur) et à l’espace (l’urbain). / This research is mainly aimed at giving a contribute to the stabilization of the cinematographic instrument inside geography. It will particularly be focused on three possible ways to use movies within the geographical studies: movies as a representation of space, as imagination of places and, finally, as a conceptual example. The research will essentially be centered on the imagination of urban spaces in the catastrophic movies and particularly on the capability they might have to give urban spaces a new system of visibility. The corpus of the analysis is formed of sixty-two movies, mostly deriving from science fiction.From this perspective, the initial idea is to combine the temporal dimension, which is at the basis of science fiction (especially the ideas of the future) with the spatial dimension personified by urban spaces. The first relation between this imagination and the urban realities feeds on a “crisologic” interpretation: these movies help to stabilize a diegetic universe which is full of several pathologies that have been distressing the urban development for the last 50 years. Conversely, the last point will aim at widening the scope of the previous considerations. The imagination of catastrophes and their increasing success will be included in the contemporary Zeitraumgeist (“spirit of time and space”). I will particularly concentrate on a possible change inside our relation to space and time. In this context, the framework of reference will be the concept of modernity which is here considered, among the many meanings, as an essentially time-space experience. The conclusion will lead to develop the hypothesis of a “neo-modernity”, a neologism that is used to define the inner changes in our way to experiencing time (past, present, future) and the urban space.

This thesis is a cultural study of the Magical Revival that occurred in Britain, 1880-1929. Magical Revival denotes a period in the history of occultism, and the cultural history of Britain, during which an upsurge in interest in occult and magical ideas is marked by the emergence of newly-formed societies dedicated to the exploration of the occult, and into its bearing on life. Organisations discussed are the Theosophical Society, the Golden Dawn, and the less well known Astrum Argentum. ‘Magical Revival’ has further significance as the principal, but overlooked, aim of those societies and individuals was regeneration. Scholarship on late nineteenth- and early twentieth-century occultism is influenced by a longstanding preference for the esoteric over the exoteric aspects of occultism. It has tended to emphasise themes of abstraction, the psychological, and the esoteric, and has promulgated a view of occultism as static and impervious. From the outset, however, this thesis argues that approaching the Magical Revival from the purview of the esoteric is limiting, and that it screens its own significant themes and affinities with mainstream culture. It suggests that what needs to be prepared is a study which reads occultism with a close attention to its own terms of engagement and description. This is the aim of this thesis. The thesis offers a way of reading the occult activity of the period that privileges its exotericism. It seeks to pursue the links between an identifiable culture of occultism and conventional cultural discourses and activities towards an understanding of the movement as one actively constituting itself and producing, rather than obscuring, knowledge in relation to the social and cultural moment from which it arose. The occult topics and tendencies identified include evolution; ceremonial magic and astral travel; the body in occultism; and the nature of the occult experience. Others include the life and medical sciences; the philosophy of religion; and physical culture. The following questions underpin the thesis: In what ways did the Magical Revival connect with contemporary concerns? What does its activities, written records, literary and other material productions reveal about the nature of those connections? What does a closer attention to the textual and lived culture of the Magical Revival contribute to existing understanding of its place in late nineteenth- and early twentieth-century culture? In answering those questions the thesis proposes that, in its systematic identification and addressing of cultural and social needs, general and specific, the Magical Revival should be viewed as closer to the social mainstream than is presently appreciated. Moreover, that the occultists’ efforts towards individual and cultural regeneration, take place within a broader cultural movement away from social thought dominated by degeneration, towards thinking directed towards regeneration.

Made available in DSpace on 2015-05-14T12:23:17Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 710137 bytes, checksum: d99920b02ee152e0e051fc66c04d236d (MD5) Previous issue date: 2009-03-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work is linked to the line of research Regional History, of the course of the mastership of Pos-Graduate in History from UFPB, whose the concentration area is History and Historical Culture Has as main objective, apprehend how the proposed sociability with the brazilian Semi-Arid has favored the (re) signification of education and the history teaching in the Municipal Elementary School Lili Queiroga. In this sense, in the second chapter developed a theoretical discussion of historical culture, school culture, representations and appropriations. Then we question the notion of sociability with the brazilian Semi-Arid from the understanding of what is brazilian Northeast, for to show the transformation the social and cultural in the educational of the Brazilian Semi-Arid context. Continuing, in the third chapter also analyzed legislation, parecer and parameters of the National Education Political, trying comprehend how they possibiliting the debate around the education contextualized. In this chapter also analyzed the didactic book contextualized "Knowing the Brazilian Semi-Arid Region 1 and 2" produced by RESAB and adopted in camp Acauã's elementary school in year 2007. Now in the fourth chapter we understand how the discussion about sociability go possibiliting the (re) construction of new knowledge, principally, referring to historical knowledge. The work's architecture is based in bibliographical source, oral history's methodology and documentary analysis of laws National Education Political. / Esta dissertação vincula-se à linha de pesquisa História Regional, do curso de mestrado do Programa de Pós-Graduação em História/UFPB, cuja área de concentração é História e Cultura Histórica. Tem, como objetivo principal, apreender como a proposta de Convivência com o Semi-Árido favoreceu a (re)significação da educação, e do ensino de história na Escola Municipal de Ensino Fundamental Lili Queiroga. Nesse sentido, no 2º capitulo desenvolvemos uma discussão teórica sobre Cultura histórica, cultura escolar, representações e apropriações. Em seguida problematizamos a noção de Convivência com o Semi-Árido a partir do entendimento do que seria o Nordeste, para mostrar as transformações das práticas sócio-culturais no contexto educacional do Semi-Árido Brasileiro. Dando prosseguimento, no 3º capítulo analisamos as legislações, pareceres e parâmetros da educação Nacional, tentando compreender como eles vêm possibilitando o debate em torno da educação contextualizada. Nesse capítulo analisamos ainda o livro didático contextualizado Conhecendo o Semi-Árido 1 e 2 produzido pela RESAB e adotado na escola do assentamento Acauã no ano de 2007. Já o 4º capitulo visa compreender como a discussão sobre Convivência vem possibilitando a (re)construção de novos conhecimentos, principalmente, os referentes ao conhecimento histórico. A arquitetura do trabalho se fundamenta em fontes bibliográficas, na metodologia da história oral e na análise documental das legislações da educação Nacional.

Made available in DSpace on 2016-03-15T19:42:15Z (GMT). No. of bitstreams: 1 Janaina Quintas Antunes.pdf: 902765 bytes, checksum: d191abf2d64e0aa04ef87852d89f4721 (MD5) Previous issue date: 2012-02-02 / Fundo Mackenzie de Pesquisa / Nobrow is a new concept, a new aesthetics that characteristics the contemporary art and culture, it is a new moment in the XXI century art history. The term Nobrow refers to the term "highbrow" (a term of art and literature, which characterizes them as "intellectuals, high-quality"), and the term "lowbrow" (an expression that characterizes the literature and art as without connection or interest to serious cultural / intellectual ideas), so that represents the concept of art without a qualification of "lowbrow" or "highbrow" without specifically targeting a particular type of audience, or a specific area of knowledge. An art that is neither popular nor scholarly, an art that is not categorized. This dissertation analises this new aesthetics of Nobrow art, its concepts and origin, and relates them to the cultural history of the first ten years of this century. / Nobrow é um novo conceito, uma nova estética da cultura e da arte contemporâneas, é um novo momento na história da arte do século XXI. A expressão Nobrow faz referência à expressão highbrow (uma denominação de artes e literatura, que as caracteriza como intelectuais, de alta qualidade ), e à expressão lowbrow (expressão que caracteriza a literatura e a arte como sem conexão ou interesse em ideias culturais sérias/intelectuais), de maneira que representa o conceito de arte sem uma qualificação de lowbrow ou highbrow , sem um direcionamento específico a determinado tipo de público, ou à determinada área do conhecimento. Uma arte que não é nem popular, nem erudita, uma arte não categorizada. Esta dissertação analisa essa nova estética Nobrow, sua origem e seus conceitos, e os relaciona com a história cultural dos dez primeiros anos deste século.

The thesis is a comparative case study, that applies the typology of deployments of history of S. A. Metzger and R. J. Paxton on the World War I video games Battlefield 1 and Valiant Hearts. The objective of the thesis is to compare the studied games and to evaluate the usefulness and limitations of the applied typology as an analytical tool. A. Chapman's analytical framework for the formal analysis of historical video games is used as a methodological guideline. The "texts" of the video games serve as the main data source, complemented by the use of Let's Play videos, that allow a deeper level of analysis in certain areas and offer a glimpse of how historical representations and narratives are being consumed. Results show that both games present a rich and critical view of the World War I history and that they offer space for representation of marginalized groups. The game Valiant Hearts, unlike the game Battlefield 1, has a strong anti-war message and tells its story from a transnational perspective, emphasizing the Franco-German reconciliation. The game Battlefield 1 celebrates the combat heroism of the soldiers of individual nations and avoids completely the portrayal of civilians and the impact of the war on their lives. The World War I in this game is likened to the Second World War and it...

[pt] O alimento se encontra intimamente ligado aos sentimentos. Sentimentos de alegria, de celebração, sentimentos religiosos; sentimentos de superioridade ou inferioridade, quando é usado para marcar distinções na hierarquia social. A necessidade de alimentar-se sendo uma exigência vital pouco flexível quanto à freqüência e quantidade mínimas, se presta aos mais diversos atos de exercício do poder. O controle da comida sempre foi um meio de controlar a vida, e assim a subordinação e a conduta de outros seres humanos. As condições do Rio de Janeiro durante a República Velha permitem estudar como as elites urbanas emergentes, empenhadas em modernizar a cidade para, a através do seu novo aspecto, melhorar o prestígio do país no exterior desfazendo-se da imagem de nação antiquada, adotaram modelos franceses e ingleses de conduta e que papel coube à comida e à forma de comer nesse esforço proposto como civilizador. Esta tese examina os costumes alimentares do ponto de vista da prática gastronômica, estabelecendo a história dos principais elementos da cozinha refinada, em particular do restaurante e do termo gastronomia, para, a seguir, analisar o destino que esta importação francesa teve no Rio de Janeiro da República Velha. / [en] Food is intimately related to feelings. Feelings of joy, of celebration, religious feelings; feelings of superiority or inferiority, when used to express distinctions in the social hierarchy. The need to be fed being a vital requirement with almost no flexibility with respect to the minimum frequency and quantity of intake, lends itself to be used in a variety of acts that demonstrate power. The control of food supply has always been a means to control the way other persons live, and in that way obtain the subordination and control of the conduct of human beings. The conditions prevailing in Rio de Janeiro during the period of the Republica Velha (Old Republic) allow the study of the ways of the emerging urban elites, that bent on modernizing the city, hoped to use its renewed looks to help discard the image of an outdated country in which Brazil was held abroad. And in that study detect the role played by food and eating manners in that supposedly civilizing undertaking. This thesis examines the eating customs from a gastronomic point of view, establishing the history of the main elements of a refined cookery, especially that of the restaurant and of the word gastronomy itself. Following those finding the thesis turns to the analysis of the fate of that French import in Rio de Janeiro of the Republica Velha. / [fr] Laliment est intimement lié aux sentiments. Sentiments de joie, de célébration, sentiments religieux; sentiments de superiorité ou dinfériorité quand il est employé pour marquer des distinctions dans la hiérarchie sociale. Le besoin de se nourrir est une exigence vitale peu flexible quant à la fréquence et à la quantité minimales, et ainsi se prête aux plus divers actes de lexercice du pouvoir. Le controle de la nourriture a toujours été un moyen de controler la vie, et de là la subordination et le comportement des autres êtres humains. Les conditions de Rio de Janeiro pendant la República Velha (Vieille République) permettent détudier comment les élites urbaines émergentes, dediées à moderniser la ville pour permettre par son nouvel aspect daméliorer le prestige du pays à lexterieur en abandonant limage dune nation dépassée, ont adopté des modèles français et anglais de comportement, et quel rôle la nourriture et la façon de manger ont joué dans cet effort dit civilisateur. Cette thèse examine les habitudes alimentaires du point de vue de la pratique gastronomique, tout en établissant lhistoire des principaux éléments de la cuisine raffinée, particulièrement du restaurant et du terme gastronomie, pour ensuite analyser le destin de cette importation française au Rio de Janeiro de la Vieille République.

Many researchers (e.g., Nation, 2001, 2015; Schmitt, 2000) have recognized the importance of vocabulary learning in second language (L2) or additional language (AL) acquisition. The strong effects of lexical and background knowledge on L2reading comprehension have similarly been found in various studies (e.g., Hu & Nation, 2000; Rokni & Hajilari, 2013). In the case of Japanese language, the opportunities for acquiring the lexical and background knowledge associated with Japanese history and culture, especially traditional culture, are scant, because only a small number of Japanese pedagogical materials deal minimally with these topics. Meanwhile, many learners are motivated to study Japanese because of their interest in Japanese history and culture, according to a survey conducted by the Japan Foundation in 2012. This project aimed to increase the opportunities for learning Japanese history and traditional culture through the development of new pedagogical materials based on kabuki, and then the empirical evaluation of the developed pedagogical materials. Nine Chinese-as-a-first-language Japanese learners at the upper-intermediate level participated in the nine-week online course, including the pre- and post-course tests in the first and last weeks. Employing a multi-method research approach, the study examined the changes in learners’ lexical and background knowledge related to Japanese history and culture, their reading comprehension, and their interest in kabuki. Four kinds of multiple-choice tests were administered to collect the quantitative data. In addition, the qualitative data were gathered through the pre- and post-course questionnaires and post-course individual interviews. Overall, the findings indicated that almost all participants increased their background knowledge of kabuki, as well as their vocabulary related to kabuki and general theatrical performances. The results in other areas, such as historical vocabulary, vocabulary depth, reading comprehension, and historical background knowledge were mixed. Further, concerning the depth of vocabulary knowledge, it was found that the learning of vocabulary depth was more difficult than learning of vocabulary breadth. Likewise, the knowledge of use, such as collocations and register constraints, was found to be more difficult to learn than other aspects of vocabulary depth. The participants’ reports in the post-course questionnaire and individual interviews showed that most participants seemed to have increased their interest in kabuki. Overall, the first-of-their-kind developed pedagogical materials contributed to the development of lexical and background knowledge, specifically knowledge associated with Japanese traditional culture and history. This study may provide a model for an evidence-based approach to the development of pedagogical materials that practitioners can adopt or adapt. / Graduate

This thesis questions a series of assumptions concerning the nineteenth- and early-twentieth-century modernization of European spaces. Current scholarship tends to concur with essayistic texts and images by contemporary intellectuals that technological and organizational developments increased the freedom of movement of those living in western-European societies, while at the same time alienating them from each other and from their environment. I assess this claim with the help of Dutch travel egodocuments such as travel diaries and letters. After a prosopographical investigation of all available northern-Netherlandish travel egodocuments created between 1500 and 1915, a selection of these documents is examined in greater detail. In these documents, travellers regarded the possession of identity documents, a correct appearance, and a fitting social identity along with their personal contacts, physical capabilities, and the weather as the most important factors influencing whether they managed to gain access to places. A discussion of these factors demonstrates that no linear increase, nor a decrease, occurred in the spatial power felt by travellers. The exclusion many travellers continued to experience was often overdetermined. The largest groups affected by this were women and less educated families. Yet travellers could also play out different access factors against each other. By paying attention to how practices matched hopes and expectations, it is possible to discover how gravely social inequities were really felt by travellers. Perhaps surprisingly, all social groups desired to visit the same types of places. Their main difference concerned the atmosphere of the places where the different groups felt at home. To a large degree this matched travellers' unequal opportunities. Therefore, although opportunities remained strongly unequal throughout the period, this was not always experienced as a problem. Also, in cases where it was, many travellers knew strategies to work around the obstacles created for them.