Este trabalho apresenta o desenvolvimento de uma pesquisa de Tipologia Documental em acervo histórico, utilizando como modelo o caso da Assembléia Legislativa Provincial de São Paulo, organismo legislativo da Província de São Paulo durante o período imperial do Brasil. A partir do estudo das condições de criação e de funcionamento da Assembléia Provincial, são apresentados os tipos documentais substantivos de sua atuação - representativos do cumprimento de suas funções - e os documentos acessórios - documentos anexos e complementos encaminhados pela população e instituições locais visando ampliar a argumentação de suas solicitações. Apresenta o Glossário de Formatos, Espécies e Tipos Documentais da Assembléia Legislativa Provincial de São Paulo, instrumento que contém em cada verbete as definições dos tipos documentais representativos do acervo e histórico de utilização dos termos. / This assignment presents the development of a research of Types of Documents in historical collection, using as model the case of the Provincial State Legislature of São Paulo, legislative organism of the Province of São Paulo during the imperial period of Brazil. Starting from the study of the creation conditions and of operation of the Provincial Assembly, the substantive documental types of its performance are presented - representative of the execution of their functions - and the accessory documents - enclosed documents and complements directed by the population and local institutions in order to enlarge the argument of their requests. It presents the Glossary of Formats, Species and Documental Types of the Provincial Legislative Assembly of São Paulo, instrument that contains, in each entry, the definitions of the representative documental types of the collection and historical use of the terms.

L’objet de ce travail est d’étudier les évolutions des mathématiques dans l’État de Saxe entre 1765 et 1851. En analysant les transformations sociales et institutionnelles de la discipline, nous montrons que cette période, loin d'être une période creuse pour les mathématiques allemandes, est riche en réflexions sur leur rôle et leurs méthodes. Une attention particulière est portée aux réformes des institutions scientifiques et techniques dans lesquelles les mathématiques sont pratiquées, notamment les universités de Leipzig et Wittenberg, l’Académie des mines de Freiberg et l’École polytechnique de Dresde. Les archives des établissements, ainsi que l'étude biographique des mathématiciens, permettent d'analyser les politiques scientifiques engagées et leur influence sur le développement des sciences mathématiques en Saxe. / This work aims at studying the evolutions of mathematics in the state of Saxony between 1765 and 1851. By studying the social and institutional transformations of this discipline, we show that this epoch, far from being a minor period for German mathematics, is full of thinkings about its goals and methods. A particular attention is given to the reforms of scientific and technical institutions in which mathematics are used, particularly the universities of Leipzig and Wittenberg, the mining academy of Freiberg and the polytechnic school of Dresden. Institutions archive as well as a detailed biographical study of mathematicians allow for the analysis of the actual scientific policies and their influence on the development of the mathematical sciences in Saxony. / Das Ziel dieser Arbeit ist, die Entwicklungen der Mathematik im Königreich Sachsen zu untersuchen. Die Erforschung der sozialen und institutionellen Veränderungen dieser Disziplin erlaubt uns zu zeigen, dass diese Periode keine Flaute für die deutsche Mathematik darstellt , sondern viele Überlegungen über ihre Aufgabe und Methoden enthält. Eine besondere Aufmerksamkeit wird den Reformen an wissenschaftlichen und technischen Institutionen geschenkt, in welchen Mathematik erforscht und gelehrt wird, unter anderen die Universitäten Leipzig und Wittenberg, die Bergakademie Freiberg und die polytechnische Schule Dresden. Die Institutionsarchive und die biographische Studien von Mathematikern dienen dazu, die Wissenschaftspolitik und ihren Einfluss auf die Entwicklung der mathematischen Wissenschaften in Sachsen zu untersuchen.

Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2015-04-28T14:03:49Z No. of bitstreams: 1 dissertação_claudete.pdf: 757766 bytes, checksum: 13712c9b31a183e5c647c03c9cc17187 (MD5) / Approved for entry into archive by Rafael Aguiar (rafael.aguiar@fgv.br) on 2015-05-04T20:00:14Z (GMT) No. of bitstreams: 1 dissertação_claudete.pdf: 757766 bytes, checksum: 13712c9b31a183e5c647c03c9cc17187 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2015-05-05T12:07:52Z (GMT) No. of bitstreams: 1 dissertação_claudete.pdf: 757766 bytes, checksum: 13712c9b31a183e5c647c03c9cc17187 (MD5) / Made available in DSpace on 2015-05-05T12:08:08Z (GMT). No. of bitstreams: 1 dissertação_claudete.pdf: 757766 bytes, checksum: 13712c9b31a183e5c647c03c9cc17187 (MD5) Previous issue date: 2015-03-31 / Este trabalho narra a história da criação e do desenvolvimento institucional do Centro Tecnológico do Exército (CTEx), órgão voltado para a pesquisa e o desenvolvimento dos materiais de emprego militar do Exército Brasileiro. A pesquisa teve como objetivo principal analisar a origem da instituição, os motivos para a sua criação e o papel dos principais atores envolvidos, além de apresentar os principais projetos desenvolvidos no CTEx. Inicialmente, analisa-se a área de Ciência e Tecnologia no Brasil entre os anos de 1960 a 1980, e em seguida aprofundam-se os aspectos fundamentais da história do CTEx entre 1979 e 2013. Por fim, são apresentados os resultados obtidos nas entrevistas realizadas com 26 (vinte e seis) servidores (militares e civis) que atuam principalmente nas áreas de pesquisa e desenvolvimento no CTEx. / This work tells the story of the creation and the institutional development of the Army Technology Center (CTEx), dedicated to the research and development on military use of materials in the Brazilian Army. The aim of this study is to analyze the origin of this institution, the reasons for its creation and the role of the main actors involved, as well as present the main projects developed in CTEx. Initially, we analyze the field of Science and Technology in Brazil between 1960 and 1980, and then deepen fundamental aspects of the history of CTEx between 1979 and 2013. Finally, one presents the results obtained from interviews with 26 (twenty-six) servers (military and civilian) working mainly with research and development in CTEx

Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-13T16:53:37Z No. of bitstreams: 1 tese cpdoc.pdf: 3803197 bytes, checksum: 21e49b28abb431e5d49e6b7ba218f049 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-13T16:54:00Z (GMT) No. of bitstreams: 1 tese cpdoc.pdf: 3803197 bytes, checksum: 21e49b28abb431e5d49e6b7ba218f049 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-13T16:54:09Z (GMT) No. of bitstreams: 1 tese cpdoc.pdf: 3803197 bytes, checksum: 21e49b28abb431e5d49e6b7ba218f049 (MD5) / Made available in DSpace on 2012-01-13T16:54:17Z (GMT). No. of bitstreams: 1 tese cpdoc.pdf: 3803197 bytes, checksum: 21e49b28abb431e5d49e6b7ba218f049 (MD5) Previous issue date: 2011 / This thesis is a reflection on the making o Brazilian History writings in museums since the 1920s, a central moment for the establishment of a republican 'pedagogy of nationality' based on museal support. Some of the political-pedagogic efforts of those institutions were observed in order to understand the chief characteristics of an educational paradigm for historical knowledge in museums. Thus, the analysis of civic celebrations, guides and expositions allowed an approximation of the memorial activations of museum actors, with special attention to the continuities, negotiations and transformations o the projects, particularly in their pedagogic dimension. Mariano Procópio Museum was chosen as a case study both due to its specificities, which leads us to understand the 'concert' of national museums from the countryside, and to the relevance of its collection and the intensity of educational actions developed under the Geralda Armond management (1944-1980). The Armond management in the center of this thesis, marked by the defense of institutional continuity and of the framing of the Lage family memory; by the struggle of the material maintenance of the museum, with a close approximation to the civilian and military regime; and by the search for the professionalization of personnel and for dynamism in actions. The results highlight the multiplicity and fragility of the museum’s identity formation, associated to the fact that it is a 'municipal' museum. A situation which explains, at least in part, its oblivion in the national scene, despite its expressive collection and its articulation with the school system, through the strengthening of the civic sense of its pedagogic actions. / Esta tese é uma reflexão sobre a construção de escritas da História do Brasil em museus, a partir da década de 1920, momento fulcral para o estabelecimento de uma 'pedagogia da nacionalidade' republicana, que tem por suporte o discurso museal. Alguns dos esforços político-pedagógicos dessas instituições foram observados, com o objetivo de compreender as principais características de um paradigma educativo para o saber histórico nos museus. Assim, a análise das comemorações cívicas, dos guias de divulgação e das exposições permitiu uma aproximação das ativações memoriais ensejadas pelos atores dos museus, com atenção para as continuidades, as negociações e as transformações dos projetos, especialmente em sua dimensão pedagógica. O Museu Mariano Procópio foi selecionado para a realização de um estudo de caso, tanto por suas especificidades, que nos induzem a pensar o 'concerto' dos museus nacionais a partir do interior do país como pela relevância de seu acervo e pela intensidade de ações educativas desenvolvidas na gestão de Geralda Armond (1944-1980). A gestão Armond é o foco da tese, sendo marcada pela defesa da continuidade institucional e do enquadramento da memória da família Lage; pela luta pela sustentação material do Museu, inclusive com uma forte aproximação com o regime civil e militar; e pela busca da profissionalização de quadros e do dinamismo das ações. Os resultados atentam para a multiplicidade e fragilidade na construção identitária do Museu, associada ao fato de ser um museu 'municipal'. Uma situação que explica, ao menos em parte, seu esquecimento no cenário nacional a despeito de seu acervo expressivo e das articulações encetadas com o sistema escolar, por meio do fortalecimento do sentido cívico de suas ações pedagógicas.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-16T11:23:23Z No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:01:17Z (GMT) No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:01:27Z (GMT) No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5) / Made available in DSpace on 2017-01-17T12:01:37Z (GMT). No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5) Previous issue date: 2016-11-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This thesis discusses the dynamics of school time-space of a public educational institution, the Third School Group of Limeira, estate of São Paulo, from the study of its school culture and its history, covering the period from its creation to the current days (1940-2010). The school culture produced, reproduced, preserved and transformed by the interaction of individuals with the school environment, the work and space organization, plus the pedagogical rationalization of time, compose a set of factors that identify and characterize the school according to the nature of its function, thus developing a collective standard of practice, think and recognize in this environment. Simultaneously, from elements of the school culture, which is in a constant process, it is constructed and can be understood the history of the educational institution. Belonging to this movement lies the research problem: what are the continuities, changes, similarities and contrasts that permeate the relationship between school and time? In answer to this question we aim to study the school culture and understand the history of the educational institution; identify, characterize and analyze historical, philosophical, cultural, political and socioeconomic aspects linked to school culture and history of education; know the history of the educational institution patron and understand the relationships established within the school. As the school culture is full of senses and meanings that determine the configuration of the educational institution, the dynamics of school space-time can be detected by elements of the own school universe as they are imbued with school culture remains. Thus, the research used the potential of school photographs, through its reading and interpretation, together with testimonials (students, teachers, employees ...), and other direct documentary sources such as file archives (school, media, museum, municipal, state and private archives...), as a historical and memory source for education. The photographs, in communion with reports and other documentary sources, worked as an elucidation device of relations between the school and time, which allowed the researcher to identify and analyze possible similarities, contrasts, continuities and transformations throughout the educational process. For a theoretical and critical basis, the study used a bibliographical research that enabled a dialogue between empirical sources and scientific literature. The offered not only exhibit impressions of a school endowed with identity, history and own culture, but also for composing, along with other institutions a single education system, subject to the same rules, public policy, educational and administrative requirements, allow the reconstruction and understanding of relationships and situations involving individuals, education and the school environment in different contexts within the group as a whole. / Este trabalho aborda a dinâmica do tempo-espaço escolar de uma instituição de ensino público, o Terceiro Grupo Escolar de Limeira, estado de São Paulo, a partir do estudo de sua cultura escolar e de sua história, abrangendo o período de sua criação aos dias atuais (1940- 2010). A cultura escolar produzida, reproduzida, preservada e transformada mediante a interação dos indivíduos com o ambiente escolar, a organização do trabalho e do espaço, mais a racionalização pedagógica e do tempo, compõem um conjunto de fatores que identificam e caracterizam a escola conforme a natureza de sua função, a desenvolver, por isso, um padrão coletivo de praticar, pensar e reconhecer-se nesse ambiente. Simultaneamente, a partir de elementos da cultura escolar, a qual se encontra em processo constante, constrói-se e pode ser compreendida a história da própria instituição de ensino. No decurso desta movimentação situa-se o problema da pesquisa: quais são as permanências, as transformações, as semelhanças e os contrastes que permeiam a relação entre a escola e o tempo? Em resposta a esta indagação visamos a estudar a cultura escolar e compreender a história da instituição de ensino; identificar, caracterizar e analisar aspectos históricos, filosóficos, culturais, políticos e socioeconômicos atrelados à cultura escolar e à história da educação; conhecer a história do patrono da instituição de ensino e compreender as relações travadas no interior da escola. Como a cultura escolar está repleta de sentidos e significados que determinam a configuração da instituição de ensino, a dinâmica do tempo-espaço escolar pode ser revelada por elementos constituintes do próprio universo escolar, pois estão impregnados de vestígios da cultura da escola. Desta forma, a investigação utilizou o potencial das fotografias escolares, por meio de sua leitura e interpretação, aliadas a depoimentos (alunos, professores, funcionários...), além de outras fontes documentais diretas como acervos de arquivos (escolar, imprensa, museu, municipal, estadual, particular...), como fonte histórica e de memória para a educação. As fotografias, em comunhão com relatos e outras fontes documentais, funcionaram como um dispositivo de elucidação das relações entre a escola e o tempo, o qual permitiu ao pesquisador identificar e analisar eventuais semelhanças, contrastes, permanências e transformações ao longo do processo educacional. Para um embasamento teórico e crítico, o estudo fez uso de uma pesquisa bibliográfica que possibilitou um diálogo entre as fontes empíricas e a literatura científica. As reflexões proporcionadas não apenas exibem impressões de uma escola dotada de identidade, história e cultura própria, como também, por compor, juntamente com outras instituições um único sistema de ensino, submetida às mesmas regras, políticas públicas, preceitos pedagógicos e administrativos, permitem a reconstituição e a compreensão das relações e situações envolvendo os indivíduos, a educação e o ambiente escolar em diferentes contextos, no âmbito de seu conjunto.

Orientador: Antonio Miguel / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T08:43:15Z (GMT). No. of bitstreams: 1 Souza_GildaLuciaDelgado_D.pdf: 2481267 bytes, checksum: be2bfb8d3749868b713ad40c70a65f59 (MD5) Previous issue date: 2005 / Resumo: Esta pesquisa teve como objetivo dar continuidade à nossa dissertação de mestrado que culminou por influenciar diretamente nossos anseios em relação a algumas questões, já presentes naquele contexto trabalhado. Entre essas, as mais evidentes foram não só a constituição de um órgão estatal denominado Coordenadoria de Ensino e Normas Pedagógicas (CENP), órgão pertencente à Secretaria Estadual de Educação do Estado de São Paulo, como também a formação e atuação da equipe de Matemática dentro da CENP, de forma a iluminar determinados aspectos que transformaram significativamente conteúdos disciplinares e condutas profissionais na prática social do ensino de Matemática escolar. Para realizar nossa investigação, constituímos e analisamos registros textuais de fontes orais na forma de depoimentos de professores que formaram a equipe de Matemática, como também dos coordenadores da instituição além de outros tipos de fontes orais ou escritas / Abstract: The objective of this study was to continue the research begun in our masters thesis, which culminated in having a direct influence on our disquietude regarding some questions already present in that contexto Among them, the most evident were not only the constitution of an entity called the Coordination of Teaching and Pedagogical Norms (Coordenadoria de Ensino e Normas Pedagógicas - CENP), pertaining to the Secretary of Education of the State of São Paulo, but also the formation and actions of the mathematics team with the CENP in such a way as to shed light on certain aspects that significant1y transformed the course contents and professional conduct in the social practice of mathematics teaching in the schools. To carry out our research, we constituted and analyzed textual records of oral sources in the form of depositions of teachers who composed the mathematics team, as well as coordinators of the institution, in addition to other types of oral and written sources / Doutorado / Educação Matematica / Doutor em Educação

La biographie intellectuelle de François Picavet (1851-1921) fournit l’occasion d’explorer les débuts de l’histoire de la philosophie médiévale en tant que discipline institutionnalisée, en France, de 1880 à 1920. Figure oubliée du médiévisme philosophique, Picavet fut maître de conférence à l’EPHE (section des sciences religieuses) dès 1888, puis directeur d’études à partir de 1907, secrétaire du Collège de France en 1904 et chargé de cours en histoire des philosophies médiévales à la Faculté des lettres de la Sorbonne dès 1906.Le parcours académique de Picavet s’inscrit dans un contexte particulier, qui voit l’histoire de la philosophie médiévale s’implanter de façon structurée et stable dans l’enseignement supérieur français. De même que d’autres disciplines institutionnalisées, l’histoire de la philosophie médiévale tire profit de la nécessité d’une réforme profonde du système universitaire, articulée dans les sphères politiques et scientifiques dès les années 1860 puis prolongée sous l’impulsion de la IIIe République, et qui aboutit à l’émergence de nouvellesstructures institutionnelles dans l’enseignement supérieur français (fondation de l’EPHE en 1868, création de nouveaux enseignements à la Sorbonne, dont une charge de cours en histoire de la philosophie médiévale en 1906). L’historiographie originale de Picavet restreint la signification des questions philosophiques médiévales qui demeurent liées à leur contexte historique d’origine: chaque système philosophique est ainsi l’expression partielle d’une civilisation donnée, au même titre que les expressions scientifiques, artistiques et artisanales que celle-ci est en mesure de produire et qui la caractérisent. / The intellectual biography of François Picavet (1851-1921) is an opportunity to explore the early days of the history of mediaeval philosophy as an institutionalised discipline in France from 1880 to 1920. A forgotten figure of the study of mediaeval philosophy, Picavet was a lecturer at EPHE (Religious Sciences department) from 1888 and director of studies from 1907, secretary of the Collège de France in 1904 and lecturer in the history of mediaeval philosophy at the Arts Faculty of the Sorbonne from 1906 onwards. Picavet’s academic career took place within a particular context in which the history of mediaeval philosophy came to be established in a structured and stable manner in French higher education. Like other institutionalised disciplines, the history of mediaeval philosophy benefited from the need for deep-seated reform of the university system, which was expressed in political and scientific circles from around 1860 and continued under the Third Republic, resulting in the emergence of new institutional structures in French higher education (the foundation of EPHE in 1868 and the creation of new courses at the Sorbonne, including a history of mediaeval philosophy course in 1906). Picavet’s original historiography confines the significance of mediaeval philosophical questions, which remain bound to the historical context in which they originated: thus, every philosophical system is the partial expression of a given civilisation, just like the scientific, artistic and craft related expressions which it produces and which characterise it.

Ce mémoire de maîtrise analyse les transformations institutionnelles de l’Institut d’études médiévales à l’Université de Montréal entre 1942 et 1968. Pour ce faire, nous nous concentrons sur les effets de la Révolution tranquille sur l’Institut d’études médiévales, une institution d’études supérieures fondée par l’Ordre dominicain en 1930. S’inspirant du courant idéologie de Nouvelle Théologie exposé par Marie-Dominique Chenu, l’Institut embrasse une raison d’être doctrinale et utilise un savoir-faire scientifique pour l’accomplir. En adaptant la méthode historico-critique pour inférer sur l’enseignement du thomisme, l’Institut représente un amalgame religieux-scientifique intéressant à étudier pour comprendre les effets de la laïcisation de l’Université de Montréal sur ses structures, sa culture et ses institutions. Nous décrivons le parcours de cette institution à travers la Grande noirceur, la Révolution tranquille et la laïcisation de la Charte universitaire de l’Université de Montréal. Grâce à l’analyse des dépôts d’archives de l’Université de Montréal et de la Province canadienne de l’Ordre dominicain, nous décrivons l’histoire institutionnelle de l’Institut d’études médiévales selon l’évolution de ses espérances et de ses fonctions à l’Université. Par l’analyse de ses énoncés de mission, nous décrivons comment l’Institut s’adapte pour se mettre en phase avec l’évolution structurelle et culturelle de sa société québécoise / This master's thesis analyses the institutional transformations of the Institut d'études médiévales of the Université de Montréal between 1942 and 1968. To do so, we focus on the effects of the Quiet Revolution on the Institut d'études médiévales, an institution of higher learning founded by the Dominican Order in 1930. Inspired by the Nouvelle Théologie outlined by Marie-Dominique Chenu, the Institute embraces a doctrinal raison d'être and uses scientific know-how to achieve it. By adapting the historical-critical method to infer the teaching of Thomism, the Institute represents an interesting religious-scientific amalgam to understand the effects of the secularization of the Université de Montreal on its structures, its culture, and its institutions. We describe the journey of this institution through La Grande Noirceur, the Quiet Revolution, and the secularization of the university’s Charter. Through the analysis of the archives of the Université de Montreal and the Canadian Province of the Dominican Order, we describe the institutional history of the Institut d'études médiévales according to the evolution of its hopes and of its functions at the university. Through the analysis of its mission statements, we describe how the Institute adapts to keep pace with the structural and cultural evolution within Quebec’s Quiet Revolution.