O Terceiro Humanismo de Werner Jaeger constitui um momento crucial na interpretação da Antiguidade, em especial no que diz respeito à sociedade grega clássica. Constituiu uma tentativa de recuperar um ideal humanístico através dos recursos da filologia clássica e das Altertumswissenschaften, conduzida na Alemanha nos anos do regime republicano de Weimar e também sob o nacional-socialismo. A partir de uma análise do desenvolvimento do projeto humanístico de Jaeger, do início da trajetória acadêmica do filólogo, logo antes da Primeira Guerra Mundial, até sua migração para os Estados Unidos, em 1936, a presente pesquisa procura lançar luz sobre as conjunturas políticas, sociais e intelectuais que condicionavam sua trajetória, conduzindo-o a uma tentativa de Gleichschaltung política com o nacional-socialismo no contexto dos primeiros meses do regime, e, em última análise, ao malogro de seu desígnio basilar colocar a serviço do presente forças educativas antigas, éticas e políticas. / Werner Jaeger\'s Third Humanism constituted a crucial moment in the interpretation of Antiquity, especially of classical Greek society. It was an attempt at recovering a humanistic ideal through the resources of classical philology and the Altertumswissenschaften, carried out in Germany in the years of the Weimar Republic and also under the National Socialist regime. By analyzing the development of Jaegers humanistic project, from the beginning of the philologists academic career, right before World War I, to his migration to the United States in 1936, the present research seeks to shed light upon the social, political and intellectual conditions that affected his trajectory, leading up to an attempt at political Gleichsschaltung with National Socialism during the first months of the regime, and ultimately to the failure of his primary goal to place ethical and political formative forces of Antiquity at the service of the present.

Filho precoce do modernismo lusitano, Jaime Cortesão (1884-1960) surge no cenário contemporâneo investindo-se de um papel já típico da modernidade, a figura do intelectual. Tendo originalmente se formado em Medicina e com significativa inserção no meio literário da época, fora, todavia, à História que dedicou maior parte de sua vida. Seus trabalhos acerca do Portugal medieval e moderno, expansão territorial, colonização, entre outros temas, contribuíram para dar uma orientação atlântica e visão de conjunto do império marítimo português. A pesquisa pretende reconstituir aspectos de sua entrada na vida cultural e política portuguesa sob o advento da I República, em 1910. Explorando, para tanto, componentes de sua trajetória pessoal e seu combate a uma visão positivista/naturalista da figura do gênio histórico. O que culmina em destacada participação no grupo Seara Nova e consequente engajamento nas forças de oposição à Ditadura e ao Estado Novo portugueses. Retomando sua produção inicial busca-se compreender o sentido de seu projeto historiográfico que tinha por intuito restituir a consciência nacional, destacando os recursos mobilizados pelo autor frente a institucionalização da História, enquanto campo disciplinar. Procurando, por fim, elucidar como a aproximação com as demais ciências sociais, algumas tendências da historiografia contemporânea e, sobretudo, a incorporação da Geografia, viriam compor seu saber e fazer historiográficos. Elementos que alcançam sua obra da maturidade, revelando também uma interpretação única da formação do Brasil, proveniente ainda de seu largo período de exílio e intercâmbio intelectual neste país. / Precocious son of Portuguese modernism, Jaime Cortesão (1884- 1960) appears in the contemporary scenery assuming a typical role inside the modernity, the intellectual figure. In spite of graduating in Medicine firstly and with a distinguished insertion on the literary environment of his time, he dedicated most of his life to Historical studies. His works regarding medieval and modern Portugal, territorial expansion, colonization, among others subjects, have contributed to an Atlantic view and a global perspective of the Portuguese Seaborn Empire. This study aims to reconstruct some aspects of his entrance in Portuguese cultural life and politics during the rise of the First Republic in 1910, exploring components of Cortesão\'s personal trajectory and his fight against a positivist/naturalist view of the historic genius figure. Which has culminated in his distinctive participation of the Seara Nova group and consequent activism in the resistance against Portuguese Dictatorship and Salazar\'s Government. Then, his initial production is recapitulated in order to understand the meaning of his historiographic project which aimed the restoring of a national consciousness, highlighting the main resources mobilized by the author forward the institutionalization of History, as a disciplinary field. Thus, this study aims to elucidate how the approximation with other social studies, some trends of contemporary historiography, and, mostly, Geographys incorporation, would add to his historiographical knowledge and making. These elements would culminate in his work of maturity and so revealing an unique interpretation of making of Brazil, also result of his long period of exile and intellectual exchange in this country.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2019-02-08T18:16:36Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Breno Pereira.pdf: 1461619 bytes, checksum: 3a0cf2f3094d3ba4726bd27d1842c223 (MD5) / Made available in DSpace on 2019-02-08T18:16:36Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Breno Pereira.pdf: 1461619 bytes, checksum: 3a0cf2f3094d3ba4726bd27d1842c223 (MD5) Previous issue date: 2018-11-30 / Esta dissertação tem por objetivo compreender o conceito da educação pública na interpretação de Fernando de Azevedo (1894-1971) a partir da História dos conceitos (Begriffsgeschichte), do historiador Reinhart Koselleck, a qual busca historicizar os conceitos relevantes do ponto de vista social e político, atentando para a geração de intérpretes que leram os seus significados ao longo do tempo. Nesse sentido, tornase importante considerar as rupturas, as permanências e os contextos de sua utilização. No que se refere às fontes, elegeram-se: o Relatório de Condorcet ([1792] 2004); o Plano e o decreto da educação nacional de Le Peletier ([1793] 2018), a Lei de 1881 que estabeleceu a gratuidade e a de 1882 que promulgou a obrigatoriedade e a laicidade nas escolas públicas, instituídas pelo Ministro da Educação Jules Ferry na Terceira República (1870-1914). No que se refere às obras de Azevedo, utilizaramse o Manifesto dos Pioneiros da Educação Nova (1932), Educação na encruzilhada ([1929] 1960), Educação entre dois mundos (1958), A cultura brasileira ([1943] 1963), o manual Sociologia educacional ([1940] 1958) e as cartas trocadas entre Azevedo e os renovadores (1920-1930). A partir do corpus documental, percebeu-se que Fernando de Azevedo ocupou cargos de expressividade social no Brasil, dedicou-se à literatura, à sociologia, à educação física, ao jornalismo e, fundamentalmente, à educação. Na condição de integrante da rede de intelectuais do país, promoveu diversas campanhas, manifestos, reformas educacionais, bem como o Inquérito de 1926, a Reforma de 1927, a redação dos Manifestos de 1932 e 1959 e a fundação da Universidade de São Paulo em 1934. A visão do intelectual estava associada às discussões a respeito da educação pública, dos países europeus e americanos, em particular da França, nos séculos XVIII e XIX. Dessa forma, criticou a educação brasileira quando o país ainda era colônia de Portugal, alegando que a instrução era relegada a uma minoria, demarcada pela ausência de articulação e continuidade entre os níveis de ensino primário, secundário, profissionalizante e superior. O educador postulou uma nova semântica de educação pública, pautada nos princípios da laicidade, gratuidade, obrigatoriedade, coeducação dos sexos e a responsabilidade do Estado em matéria educacional, tendo como horizonte de expectativas a nação desenvolvida e sintonizada aos ideais de solidariedade, igualdade e fraternidade dos países considerados civilizados. Tal acepção do conceito de educação pública não ficou adstrita do espaço escolar, pois na Reforma de 1927, o educador incluiu tais princípios na organização das escolas públicas. Ademais, defendia que conteúdos públicos precisariam incluir o ensino da leitura, escrita, matemática, ginástica, história e geografia do Brasil, educação cívica e moral, os “conteúdos de expressão”, a partir do tripé: música, teatro, dança e os cursos profissionalizantes destinados ao preparo juvenil em consonância as habilidades, atributos e diferenciações sexuais requeridas pelas necessidades sociais. Quanto à formação de professores, Azevedo entendia que precisaria ser elevada em nível superior, pautada na pesquisa científica e sem qualquer pilar de religiosidade, demarcando, assim, dissonâncias e embates com o grupo de intelectuais católicos no que se refere à semântica do conceito de educação pública no Brasil. / This dissertation aims to understand the concept of public education in the interpretation of Fernando de Azevedo (1894-1971) from the History of concepts (Begriffsgeschichte), by the historian Reinhart Koselleck, which seeks to historicize relevant concepts from a social and politician point of view, looking for the generation of interpreters who have read their meanings over time. In this sense, it is important to consider the ruptures, the permanences and the contexts of its use. As regards sources, the following were elected: the Condorcet Report ([1792] 2004); the Plan and the decree of the national education from Le Peletier ([1793] 2018), the Law of 1881 that established the gratuitousness and the law of 1882 that promulgated the obligatory and the secularity in the public schools, instituted by the Minister of Education Jules Ferry in Third Republic (1870-1914). As for the works of Azevedo, the Manifest of the Pioneers of New Education (1932), Education at the Crossroads ([1929] 1960), Education between Two Worlds (1958), The Brazilian Culture ([1943] 1963), the manual Sociology educational ([1940] 1958) and the letters exchanged between Azevedo and the renovators (1920-1930). From the documentary corpus, it was noticed that Fernando de Azevedo held positions of social expressivity in Brazil, devoted himself to literature, sociology, physical education, journalism and, fundamentally, education. As a member of the intellectual elite of the country, he promoted various campaigns, manifests, educational reforms, as well as the Inquiry of 1926, the Reformation of 1927, the writing of the Manifests of 1932 and 1959, and the founding of the University of São Paulo in 1934. The intellectual's view was associated with discussions about public education, European and American countries, particularly France, in the eighteenth and nineteenth centuries. In this way, he criticized Brazilian education when the country was still a colony of Portugal, claiming that education was relegated to a minority, demarcated by the lack of articulation and continuity between the levels of primary, secondary, vocational and higher education. The educator postulated a new semantics of public education, based on the principles of secularism, gratuitousness, compulsion, coeducation of the sexes and the responsibility of the State in educational matters, having as horizon of expectations the nation developed and tuned to the ideals of solidarity, equality and fraternity of countries considered civilized. Such acceptance of the concept of public education was not restricted to the school space, because in the 1927 Reform the educator included such principles in the organization of public schools. In addition, he argued that public content should include the teaching of reading, writing, mathematics, gymnastics, history and geography of Brazil, civic and moral education, "content of expression", from the tripod: music, theater, dance and courses vocational training aimed at the preparation of young people in accordance with the skills, attributes and sexual differentiations required by social needs. In relation to teacher training, Azevedo understood that it would need to be raised in a higher level, based on scientific research and without any pillar of religiosity, thus marking dissonances and clashes with the group of Catholic intellectuals regarding the semantics of the concept of public education in Brazil.

Contrairement à la diaspora des intellectuels et des manuscrits grecs en Occident au XVème siècle, le rôle joué par les savants byzantins à Constantinople après la conquête ottomane de 1453 est un sujet encore peu connu. Dans le premier chapitre de ma thèse je dresse un tableau de Constantinople avant et après la Chute, tout en soulignant le développement de l’idéologie impériale ottomane et l’importance des réseaux marchands et des archontes grecs en tant qu’intermédiaires entre la cour ottomane et le Patriarcat. Le deuxième chapitre se concentre sur la présence grecque dans la cour ottomane de Mehmed II. J’aborde en particulier le cosmopolitisme culturel dans la cour à partir de l’intérêt ottoman pour l’héritage culturel byzantin, qui est attesté aussi par la circulation des savants byzantins et de quelques manuscrits grecs. La deuxième partie de la thèse est consacrée au rhéteur et copiste Jean Dokeianos, un personnage représentatif de la transition byzantine-ottomane. J’offre une édition commentée de ses ouvrages rhétoriques inédits, écrits pour les membres de la dernière cour byzantine de Mistra. Initialement proche de Pléthon, il s’approcha au cercle anti-unioniste de Gennadios Scholarios après son déplacement à Constantinople autour de 1460, où il travailla pour le Patriarcat et pour la cour ottomane. Dans le dernier chapitre je présente l’éclectique collection manuscrite de Dokeianos et son activité de copie à Mistra et à Constantinople, tout en proposant des nouvelles identifications. Dans l’appendice j’offre une édition de quelques ouvrages Byzantines inédits de la moitié du XVème siècle écrites par des auteurs liés à différents égards à Dokeianos / Unlike the XVth century diaspora of Byzantine intellectuals and Greek manuscripts to the West, the role played by Byzantine scholars in Constantinople in the aftermath of the Ottoman conquest in 1453 is still a little-explored subject. In the first chapter of my dissertation I provide an overview of the conditions of Constantinople before and after the conquest, discussing the emergence of an Ottoman imperial ideology and the importance of Greek merchant networks and Greek archons as intermediators between the Ottoman court and the Patriarchate. The second chapter focuses on the Greek presence in the Ottoman court during Mehmed II’s reign. In particular, I address cultural cosmopolitism in the sultan’s court by looking at the Ottoman interest for the Byzantine cultural legacy, which is also attested by the circulation of Byzantine scholars and by a number of Greek manuscripts in the Ottoman court. The second part of the dissertation is devoted to the rhetorician and copyist John Dokeianos, a representative figure of the Byzantine-Ottoman transition. I provide a commented edition of his unedited rhetorical works written for members of the Byzantine court of Mistra. Formerly close to Pletho, he became close to the anti-Unionist circle of Gennadios Scholarios when he moved to Constantinople around 1460, where he worked for both the Patriarchate and the Ottoman court. In the last chapter I discuss Dokeianos’ eclectic book collection and his copying activities in Mistra and Constantinople, proposing new manuscripts identifications. In the appendix I provide an edition of some unedited XVth century Byzantine works written by authors connected in various degrees to Dokeianos.

O trabalho que se segue buscará analisar o processo de institucionalização das ciências sociais brasileiras durante o período de 1964-1985. Entendendo essa fase como um momento de notável expansão desse campo de conhecimento no Brasil, a pesquisa analisará diferentes dimensões desse processo, atenta aos novos projetos acadêmicos empreendidos, às lideranças consolidadas, assim como aos debates de maior destaque promovidos durante o período. Analisando institutos de pesquisa, programas de pósgraduação, assim como a própria Universidade de São Paulo, a dissertação oferece um panorama dessa etapa do desenvolvimento das ciências sociais brasileiras. / The following research aims to analyze the process of institutionalization of the social sciences in Brazil during the period 1964-1985. Understanding this phase as a time of significant expansion of this field of knowledge in Brazil, the research will examine different dimensions of this process, attentive to new academic projects undertaken, consolidated leadership, as well as the most prominent debates promoted during the period. Analyzing research institutes, graduate programs, as well as his own University of São Paulo, the dissertation provides an overview of this stage of development of the Brazilian social sciences.

Esta pesquisa analisa a recepção das ideias de Isaac Newton que está expressa na obra do português Luís António Verney (1713 1792). Trata-se de um estudo de caso sobre o newtonianismo, fenômeno histórico da cultura iluminista, realizado aqui a partir de uma investigação acerca da compreensão conceitual da filosofia natural de Newton a que chegou Verney, bem como de algumas das intenções deste autor ao adotar determinadas concepções da ciência moderna e aplicá-las em seu projeto pedagógico, voltado a uma reforma no sistema de ensino português. As análises do texto de Verney estão problematizadas a partir de questões em torno do empirismo, do instrumental matemático e da concepção mecanicista de natureza, buscando avaliar suas respectivas relações com a física de Newton, e assim melhor conhecer as concepções que operavam nos seguintes intentos de Verney: afastar a influência dos jesuítas sobre a educação em Portugal, evitar as possíveis contradições entre sua fé católica e as concepções da filosofia natural moderna e, finalmente, adotar uma física que a ele se apresentava como muito promissora para o desenvolvimento econômico do reino. / This research analyzes the reception of Isaac Newtons ideas which is expressed in the work of the Portuguese Luís António Verney (1713-1792). This is a case study on the Newtonianism, historical phenomenon of the Enlightenment culture, held here from an investigation of the conceptual understanding of Newton\'s natural philosophy reached by Verney, as well as some of the authors intentions to adopt certain modern science concepts and apply them in his educational project, aimed at a reform in the Portuguese education system. The analysis of Verneys text are problematized from issues of the empiricism, the mathematical tools and the mechanistic conception of nature, seeking to evaluate their relationships with Newtonian physics. Then, to understand deeply the concepts which worked in the following attempts to Verney: repel the influence of Jesuits on Portuguese education, avoid the possible contradictions between his Catholic faith and modern conceptions of natural philosophy and, eventually, embrace a physics which had presented to him as very promising for the kingdoms economic development.

O Terceiro Humanismo de Werner Jaeger constitui um momento crucial na interpretação da Antiguidade, em especial no que diz respeito à sociedade grega clássica. Constituiu uma tentativa de recuperar um ideal humanístico através dos recursos da filologia clássica e das Altertumswissenschaften, conduzida na Alemanha nos anos do regime republicano de Weimar e também sob o nacional-socialismo. A partir de uma análise do desenvolvimento do projeto humanístico de Jaeger, do início da trajetória acadêmica do filólogo, logo antes da Primeira Guerra Mundial, até sua migração para os Estados Unidos, em 1936, a presente pesquisa procura lançar luz sobre as conjunturas políticas, sociais e intelectuais que condicionavam sua trajetória, conduzindo-o a uma tentativa de Gleichschaltung política com o nacional-socialismo no contexto dos primeiros meses do regime, e, em última análise, ao malogro de seu desígnio basilar colocar a serviço do presente forças educativas antigas, éticas e políticas. / Werner Jaeger\'s Third Humanism constituted a crucial moment in the interpretation of Antiquity, especially of classical Greek society. It was an attempt at recovering a humanistic ideal through the resources of classical philology and the Altertumswissenschaften, carried out in Germany in the years of the Weimar Republic and also under the National Socialist regime. By analyzing the development of Jaegers humanistic project, from the beginning of the philologists academic career, right before World War I, to his migration to the United States in 1936, the present research seeks to shed light upon the social, political and intellectual conditions that affected his trajectory, leading up to an attempt at political Gleichsschaltung with National Socialism during the first months of the regime, and ultimately to the failure of his primary goal to place ethical and political formative forces of Antiquity at the service of the present.

O presente trabalho, cujo objetivo principal é interpretar sociologicamente a atuação de produtores da chamada ciência social uspiana, investiga aspectos da trajetória intelectual de algumas professoras do Curso de Ciências Sociais da Faculdade de Filosofia, Ciências e Letras, da Universidade de São Paulo, examinando disputas simbólicas típicas de grupos intelectuais e voltadas para a conquista da afirmação acadêmica nas Cátedras do Curso. Tais disputas seriam inerentes à busca de afirmação, poder e legitimação, por parte dos cientistas sociais em geral, e corresponderiam a clivagens que são analisadas a partir das origens sociais dessas professoras e das relações de sociabilidade em que elas se enredavam. O autor mostra que tais origens e relações teriam interferido na carreira delas (posições, cargos, títulos conquistados e obras produzidas). Ele usa como referenciais teóricos, principalmente, obras de Pierre Bourdieu e de Norbert Elias, e se vale de textos biográficos, autobiográficos, depoimentos, entrevistas, memoriais e cartas. O trabalho se insere no âmbito dos estudos da sociologia da cultura, mais especificamente na chamada história intelectual ou sociologia da vida intelectual. / This paper, whose principal objective are make a sociological interpretation about the actuation of productors of Social Sciences from USP, research aspects of the intellectual trajectories of female professors from the Socials Science course of Faculdade de Filosofia, Ciências e Letras, of the Universidade de São Paulo, inquire symbolic arguments typical of intellectual groups and with the intention obtaining academic affirmation in the Cathedras of this Course. In addition, such arguments matches would be inherent in the search of affirmations, power and legitimation, by social scientists in general, and they would correspond to cleavages that are analyzed starting from the social origins of these female professors and from the sociability relationship in which they are entangled. The author shows which these origins and relationships would have been interferenced in their careers (positions, achieved titles and produced works). He uses like theoretical references, mainly, works of Pierre Bourdieu and Norbert Elias, and to have recourse of biographical and autobiographical texts, testimonies, interviews, memorials and letters. The paper is inserting in the environment of studies of sociology of culture, more specifically in the called intellectual history or intellectual life sociology.

This thesis is an analysis of the World War II television drama COMBAT!, which ran from 1962 to 1967, and how this program dealt with and addressed the national memory of the Second World War. The way in which the “Good War” is remembered has changed over time. In the years of the conflict and immediately following its conclusion, there was a sense of zealous patriotism surrounding the war, but as our culture changed, a more critical approach was taken. This paper examines the way in which the show deals with its two main subjects – the American forces and the Germans which opposed them. This depiction is analyzed and deconstructed through the lens of historical or collective memory, a concept which deals with how a group of people view their past. Particularly, COMBAT! uses an air of complexity and nuance in how the combatants are treated that was not found in many earlier depictions of the war. It is important for the reader to understand the thinking behind the way in which this program deals with the memory of World War II. This thesis dissects the intended messages that arise from the show’s portrayal. The paper concludes with an examination of how this more critical view can be applied to the portions of the war outside of COMBAT’s scope. Attention is also paid to the way in which this attitude of remembrance has continued on into future works that deal with both World War II and the wars that followed.

This thesis reconsiders the generally held view that Friedrich Nietzsche's works are misogynist. In doing so it provides an interpretation of Nietzsche's texts with respect to the metaphor "woman," sets this interpretation into an historical context of Nietzsche reception and follows the extension of Nietzsche's metaphor "woman" into French feminist theory. It provides an interpretation that shows that a misogynist reading of Nietzsche is in error because such a reading fails to consider the multiple perspectives that operate in Nietzsche's texts.