The aim of this study is to give a historical view upon and examine the development of local and regional cultural history museums in Norway as a topic in Norwegian cultural policy 1900 – circa 1970. The present thesis is divided into four main parts: In part one data sources and theoretical perspectives are presented. The thesis is written in museology and this is the background for a perspective where of local and regional museums arose as a subject requiring development of public politics. The theoretical perspective is how development of politics frequently appears as a choice between various alternatives based on available contemporary material and ideological suppositions. Local and regional museums appear in this perspective as a cultural phenomenon in their own age, a phenomenon to which Stortinget, the Ministry and the museum profession attached both interpretations and conceptions. In part two, entitled “Concern over a group of museums” the parallelism between museum growth and policymaking from 1900 – 1920 is analyzed. Development of politics in these years can be considered as a process where the formation of clearly defined guiding principles for practice by the authorities took place. In the centre of this development of politics was the regulation on governmental subsidy based on a political framework the need to conform to norms related to calculability and equal treatment. At the same time it does appeared the legitimacy to carry out disciplinary measures was nourished by a conception of local and regional museums as unruly and an image of them as a type of “freely growing” institution. In part three, “A formative recognition”, deals with the growing cooperation between The Norwegian Museums Assosiation and the Ministry in the field of local and regional museum and how it influenced the work in this museum. Cooperation with the museum society ensured that a competent apparatus was available to the Ministry. This led gradually to development of a new administrative regime, more specifically a move toward something which can be described as a professional administration. Part four “Consolidation of the politics” examines the development 1945 – circa 1970. The new tendencies would turn out to reflect an increasing awareness of the educational opportunities for future museum personnel, different solutions for establishing good professional guidance for the unmanned museums and, in parallel within the professional museum milieu, an emerging debate on the museums’ role in society. Common for all these initiatives is that they demonstrate what one could characterise as an increasing degree of professionalism. Part four end with the Proposal from the Museum Committee of 1967. This white paper was presented by the Ministry of Churches and Education in 1972. The document was the first of its kind and was intended to be recognised as a comprehensive plan.  The most tangible result of the white paper was the arrangement for subsidies to semi-public museums which was introduced in 1975.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-28T13:29:27Z No. of bitstreams: 1 arquivo total.pdf: 1652485 bytes, checksum: 8096c8309a22f1e9afd50652b5045441 (MD5) / Made available in DSpace on 2016-07-28T13:29:27Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1652485 bytes, checksum: 8096c8309a22f1e9afd50652b5045441 (MD5) Previous issue date: 2015-10-09 / This paper presents proposals to try to contribute to the teaching and learning process of the students of the 6th grade of elementary school II. We maintain a reflection on teaching opportunities to consider the construction of new discursive practices around discipline history from the perspective of interdiscursivity. The construction of research tried a characterization of discourse studies, especially the French Discourse Analysis, with theoretical anchorage Orlandi (2002/ 2007), Pêcheux (1977/1999), Maingueneau (2014), Brandão (2003), Ferreira, (2015), Maldidier (1994), Silva (2003), Gregolin (2004), Althier-Revuz (1982/1990), among others. Further, for an analytical description of the discourse of history as a science and development are consulted authors such as Le Goff (1997), Tétart (2000), Bloch (2001), Nadai (1993), Schmidt (2012), Bittencourt (2011) , Abud (2011); making himself still essential to understand the proposals and didactic guidelines brought in textbooks textbooks: Know and Do History and History: Society & citizenship; History in the National Curriculum Parameters (PCN) and the Pedagogical Political Project (PPP) school. Then the speeches are presented socially crystallized on the History docks in authors such as Fonseca (1997), Oriya (2006), Albuquerque (2007), Bittencour (2004) Beloved (1990), Zamboni (1991) and Neves (2002 ), demonstrating the importance of history teaching in elementary school, as well as the use of local and regional history as enablers in the process of teaching and learning. From these considerations, a semi-structured interview questionnaire was designed and applied to teachers and students of the 6th year, the PFIC I school - Ducks / PB and from then on we created a proposal for intervention, via guiding text, in order to bring a discursive reframing the discipline of teaching with the use of local and regional history. / Este trabalho apresenta propostas no sentido de tentar contribuir com o processo de ensino e aprendizagem dos educandos do 6° ano do Ensino Fundamental II. Mantemos uma reflexão sobre possibilidades de ensino que ponderem a construção de novas práticas discursivas em torno da disciplina História na perspectiva da interdiscursividade. Na construção da pesquisa tentamos uma caracterização dos estudos do discurso, especialmente da Análise de Discurso Francesa, com ancoragem teórica Orlandi (2002/ 2007), Pêcheux (1977/1999), Maingueneau (2014), Brandão (2003), Ferreira, (2015), Maldidier (1994), Silva (2003), Gregolin (2004), Althier-Revuz (1982/1990), dentre outros. Na sequência, para uma descrição analítica do discurso da História, enquanto ciência e desenvolvimento são consultados autores como Le Goff (1997), Tétart (2000), Bloch (2001), Nadai (1993), Schmidt (2012), Bittencourt (2011), Abud (2011); fazendo-se ainda essencial a compreensão das propostas e orientações didáticas trazidas nos manuais dos livros didáticos: Saber e fazer História e História: sociedade & cidadania; nos Parâmetros Curriculares Nacionais de História (PCN) e no Projeto Político Pedagógico (PPP) da escola. Em seguida, são apresentados os discursos socialmente cristalizados sobre a História com ancoragem em autores como Fonseca (1997), Oriá (2006), Albuquerque (2007), Bittencour (2004), Amado (1990), Zamboni (1991) e Neves (2002), demonstrando a importância do ensino de História no Ensino Fundamental, assim como o uso da História local e regional como elementos facilitadores no processo de ensino e aprendizagem. A partir dessas considerações, um questionário de entrevista semiestruturada foi pensado e aplicado com educadores e educandos do 6° ano, da escola CIEP I – Patos/PB e, a partir de então, foi elaborada uma proposta de intervenção, via texto norteador, com objetivo de trazer uma ressignificação discursiva ao ensino da disciplina com o uso da História local e regional.

Thesis--Bonn. / Vita. Includes bibliographical references (p. [88]-94).