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Dans la représentation collective, les monuments aux morts sont construits au lendemain de la Grande Guerre pour supporter les mémoires des victimes du conflit. Pour beaucoup ils constituent aussi une partie du patrimoine communal. Pourtant, cette définition est réductrice et n'englobe pas la réalité de cet objet mémoriel. Sa genèse est à discuter et la multiplicité de ses formes sont à prendre en compte pour comprendre ses fonctions anciennes et actuelles. Ce travail insiste sur l'évolution de ces constructions en un siècle. Il ne se conçoit pas uniquement le cadre de la commune puisque les paroisses et des groupements privés sont également à l'origine d'édifices. De nombreux conflits sont à l'origine de nouveaux édifices ou de modifications sur d'anciennes constructions. Les deux guerres mondiales ne sont pas les seules à générer une mémoire matérialisée par ces monuments et les guerres liées aux décolonisations ou encore les OPEX sont désormais à prendre en considération.Depuis la Grande Guerre, un monument aux morts est l'expression d'un hommage envers ceux qui ont combattu pour la France et qui en sont morts, quelque soit la période et le lieu concernés. Il convenait donc d'en savoir davantage sur les conditions de décès au cours des guerres, ainsi que la manière dont les défunts et les endeuillés sont gérés. Les questions matérielles et organisationnelles de la construction sont aussi à analyser pour mieux comprendre la diversité des résultats obtenus. Enfin l'étude des inaugurations puis des commémorations permettent d'appréhender les utilisations successives de ces monuments. Il convenait d'analyser ces points en fonction des conflits concernés pour dresser le bilan sur un siècle d'évolution et d'adaptation d'un objet de célébration et de commémoration de la mort collective au combat. / In the collective representation, war memorials have been built after the Great War to support the memories of the victims of both world wars. For many they are also a part of the city heritage. However, this definition is simplistic and does not include the reality of this object. Its genesis is to discuss and the multiplicity of its forms is to be considered to understand its past and current functions. This work emphasizes the evolution of these structures over a century. It does not only perceive the framework of the city since parishes and private groups are also behind buildings. Old memorials have been altered and new ones have been built so as to include several new conflicts. The two World Wars are not the only ones to generate a memory embodied by these objects and wars related to decolonization or External Operations are now to be taken into consideration.Since the Great War, a war memorial has been an expression of tribute to those who fought for France and who died of it, whatever the period. It was therefore appropriate to inquire about the conditions of death in war, and how the deceased and its close relations in mourning are taken care of. The material and organisational issues of the construction are also analyzed to better understand the diversity of results. Finally the study of inaugurations and commemorations allows to understand the successive uses of these monuments. These points based on the involved conflicts had to be analysed in order to evaluate an object of celebration and commemoration of collective death in battle over one century of evolution and adaptation.

This study explores a number of issues relating to the nature and scope of intangible heritage and critically examines some of its salient components in South Africa. It affirms that intangible heritage is socially constructed. Aspects of intangible heritage that seem inherited in the present are social constructs and products of social progression. They present the historical development of the practicing communities. Furthermore, this study affirms that all heritage is intangible. This is expounded in the study by exploring the history of the concept of intangible heritage over the decades which provide its evolution both at international and national levels, and within heritage institutions. Heritage cannot be understood and defined in terms of traditions, indigenousness, pre-colonialism, North and South dichotomies or Western and non-Western dichotomies. This definition would racialise and regionalise heritage, and politics of indigeneity would surface. The separation of tangible, intangible and natural heritage is an artificial demarcation that is for heritage management discourse.

The Cassandra Complex is a work in the traditions of critical philosophy and psychoanalysis. In The Cassandra Complex, I examine the intersection of violence, racism, and mourning. I hold that analysis of this intersection gives birth to a critical view on the politics of memory and the politics of racism as it operates in its most discreet forms. What makes violence discreet is that it escapes identity or is continually misidentified. I call that structure of violence that escapes being identified as such "White violence" and argue that this structure of violence undermines our normative ways of addressing racist violence in the present. This creates a continual social pattern of misidentification, mistaken memory, and mistaken practices of thinking about the violence of racism, both past and present. The present form of this misidentification could be called post-raciality, but it is specific to how we understand and remember our own history of anti-Black violence. I argue that post-racial memory produces memory only to facilitate forgetting and thus is only seen as a social pathology in the public sphere. The term "Cassandra Complex" provides an identity for the type of social pathology that appears at the critical edge of political discursivity. From the analysis of this social pathology, I argue that aesthetic sorrow, allegorical memory, and a sublime sense of mourning disrupt the normative functioning of the social pathology. Indeed, I argue that aesthetic sorrow makes the present strange by making the politically unbearable aesthetically unrepresentable. This sense of loss constitutes its own history, appearing first as an aesthetics of anesthesia, then as a memory that is also an amnesia. Thus, I hold that a robust notion of allegory that can be translated into the public sphere as a way of exposing the degenerative effects of post-racial memory. Moreover, I hold that allegory allows for a social analysis of those political conditions that make public that which has gone silent. I argue that an understanding of the political significance of that continual movement of silence is the task of understanding the present form of violence in the post-racial.

Esta pesquisa situa-se no campo de estudos sobre Formação de Professores, tratando especificamente da Iniciação à Docência. Integra a pesquisa “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente”, do Programa Observatório da Educação CAPES/INEP, envolvendo UFMT, UFRGS e UER. O trabalho trata de minha vida acadêmica e profissional, enfocando as narrativas das experiências vividas como um projeto de autoformação. Tem por objetivo analisar meu processo de formação, procurando refletir sobre as histórias que minhas narrativas contam acerca do início da docência e assim compreender o que foi realmente transformador e significativo na constituição do ser-professora em início de carreira. O material empírico constitui-se de sete narrativas de memórias de momentos importantes de minha formação e início na profissão docente. Para refletir sobre minhas experiências, formulei a seguinte questão: De que maneira as narrativas expressas em memoriais de formação podem promover transformações e resultar em produção de conhecimentos de si, necessários à constituição da profissão docente? O aporte teórico do trabalho foi composto por autores que defendem a abordagem autobiográfica. Entre eles Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) e Marie-Christine Josso (2004, 2010). O estudo tornou visível para mim mesma o compromisso social e político que caracteriza a minha atuação profissional nos diferentes momentos narrados. As transformações mais significativas foram aquelas em que o meu modo de agir foi questionado e minha compreensão momentaneamente desestabilizada. Ao final dessa trajetória, entendo que voltar-se para si mesmo é um movimento necessário ao desenvolvimento pessoal e profissional. Por situar-se no âmbito de memoriais de formação, minha pesquisa pode contribuir com a formação de professores em formação inicial que buscam compreender a constituição da identidade docente. / This research covers the field of study of Teaching Development,addressing specifically the Beginning Teachers area and is a part of the “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente” study, an Observatório da Educação CAPES/INEP program, encompassing UFMT, UFRGS and UER. This essay is about my academic and professional life, focusing in narratives of the lived experiences as a self-formation project. The main objective is to analyses my formation as a teacher, searching for reflections about the stories that my narratives tell about the beginning of the career and so help understanding what was really transforming or meaningful at the constitution of being a beginner teacher. Empirical material it’s build of seven narratives of memories and important moments of my own formation and first years of being a teacher. To reflect about my experiences, I developed the question: In which ways the narratives expressed in my formation memorials can promote transformations and result in production of self-knowledge, necessary for the constitution of teacher’s practice? The theoretical approach of the paper is composed by authors who defend the autobiographic studies. Between them are Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) and Marie-Christine Josso (2004, 2010). The study made possible for me to visualize my social and political commitment which characterizes my professional performing in the different moments narrated. The most meaningful transformations were those who made me question my actions. At the end of that trajectory, I understand that turning into itself is a necessary movement for personal and professional development. Placing itself in the range of formation memorials, my research can contribute with those in teacher development who are reaching for the meanings of what constitutes the teachers identity.

Esta pesquisa situa-se no campo de estudos sobre Formação de Professores, tratando especificamente da Iniciação à Docência. Integra a pesquisa “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente”, do Programa Observatório da Educação CAPES/INEP, envolvendo UFMT, UFRGS e UER. O trabalho trata de minha vida acadêmica e profissional, enfocando as narrativas das experiências vividas como um projeto de autoformação. Tem por objetivo analisar meu processo de formação, procurando refletir sobre as histórias que minhas narrativas contam acerca do início da docência e assim compreender o que foi realmente transformador e significativo na constituição do ser-professora em início de carreira. O material empírico constitui-se de sete narrativas de memórias de momentos importantes de minha formação e início na profissão docente. Para refletir sobre minhas experiências, formulei a seguinte questão: De que maneira as narrativas expressas em memoriais de formação podem promover transformações e resultar em produção de conhecimentos de si, necessários à constituição da profissão docente? O aporte teórico do trabalho foi composto por autores que defendem a abordagem autobiográfica. Entre eles Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) e Marie-Christine Josso (2004, 2010). O estudo tornou visível para mim mesma o compromisso social e político que caracteriza a minha atuação profissional nos diferentes momentos narrados. As transformações mais significativas foram aquelas em que o meu modo de agir foi questionado e minha compreensão momentaneamente desestabilizada. Ao final dessa trajetória, entendo que voltar-se para si mesmo é um movimento necessário ao desenvolvimento pessoal e profissional. Por situar-se no âmbito de memoriais de formação, minha pesquisa pode contribuir com a formação de professores em formação inicial que buscam compreender a constituição da identidade docente. / This research covers the field of study of Teaching Development,addressing specifically the Beginning Teachers area and is a part of the “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente” study, an Observatório da Educação CAPES/INEP program, encompassing UFMT, UFRGS and UER. This essay is about my academic and professional life, focusing in narratives of the lived experiences as a self-formation project. The main objective is to analyses my formation as a teacher, searching for reflections about the stories that my narratives tell about the beginning of the career and so help understanding what was really transforming or meaningful at the constitution of being a beginner teacher. Empirical material it’s build of seven narratives of memories and important moments of my own formation and first years of being a teacher. To reflect about my experiences, I developed the question: In which ways the narratives expressed in my formation memorials can promote transformations and result in production of self-knowledge, necessary for the constitution of teacher’s practice? The theoretical approach of the paper is composed by authors who defend the autobiographic studies. Between them are Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) and Marie-Christine Josso (2004, 2010). The study made possible for me to visualize my social and political commitment which characterizes my professional performing in the different moments narrated. The most meaningful transformations were those who made me question my actions. At the end of that trajectory, I understand that turning into itself is a necessary movement for personal and professional development. Placing itself in the range of formation memorials, my research can contribute with those in teacher development who are reaching for the meanings of what constitutes the teachers identity.

Esta pesquisa situa-se no campo de estudos sobre Formação de Professores, tratando especificamente da Iniciação à Docência. Integra a pesquisa “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente”, do Programa Observatório da Educação CAPES/INEP, envolvendo UFMT, UFRGS e UER. O trabalho trata de minha vida acadêmica e profissional, enfocando as narrativas das experiências vividas como um projeto de autoformação. Tem por objetivo analisar meu processo de formação, procurando refletir sobre as histórias que minhas narrativas contam acerca do início da docência e assim compreender o que foi realmente transformador e significativo na constituição do ser-professora em início de carreira. O material empírico constitui-se de sete narrativas de memórias de momentos importantes de minha formação e início na profissão docente. Para refletir sobre minhas experiências, formulei a seguinte questão: De que maneira as narrativas expressas em memoriais de formação podem promover transformações e resultar em produção de conhecimentos de si, necessários à constituição da profissão docente? O aporte teórico do trabalho foi composto por autores que defendem a abordagem autobiográfica. Entre eles Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) e Marie-Christine Josso (2004, 2010). O estudo tornou visível para mim mesma o compromisso social e político que caracteriza a minha atuação profissional nos diferentes momentos narrados. As transformações mais significativas foram aquelas em que o meu modo de agir foi questionado e minha compreensão momentaneamente desestabilizada. Ao final dessa trajetória, entendo que voltar-se para si mesmo é um movimento necessário ao desenvolvimento pessoal e profissional. Por situar-se no âmbito de memoriais de formação, minha pesquisa pode contribuir com a formação de professores em formação inicial que buscam compreender a constituição da identidade docente. / This research covers the field of study of Teaching Development,addressing specifically the Beginning Teachers area and is a part of the “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente” study, an Observatório da Educação CAPES/INEP program, encompassing UFMT, UFRGS and UER. This essay is about my academic and professional life, focusing in narratives of the lived experiences as a self-formation project. The main objective is to analyses my formation as a teacher, searching for reflections about the stories that my narratives tell about the beginning of the career and so help understanding what was really transforming or meaningful at the constitution of being a beginner teacher. Empirical material it’s build of seven narratives of memories and important moments of my own formation and first years of being a teacher. To reflect about my experiences, I developed the question: In which ways the narratives expressed in my formation memorials can promote transformations and result in production of self-knowledge, necessary for the constitution of teacher’s practice? The theoretical approach of the paper is composed by authors who defend the autobiographic studies. Between them are Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) and Marie-Christine Josso (2004, 2010). The study made possible for me to visualize my social and political commitment which characterizes my professional performing in the different moments narrated. The most meaningful transformations were those who made me question my actions. At the end of that trajectory, I understand that turning into itself is a necessary movement for personal and professional development. Placing itself in the range of formation memorials, my research can contribute with those in teacher development who are reaching for the meanings of what constitutes the teachers identity.

Esta pesquisa tem como objetivo a reunião de crônicas do historiador e crítico da literatura José Brito Broca (1903-1961), divulgadas entre 1921 e 1931, em periódicos de Guaratinguetá, no Rio de Janeiro e São Paulo. A documentação pertence à Coleção Brito Broca, no Centro de Documentação Cultural Alexandre Eulálio, no Instituto de Estudos da Linguagem da Unicamp. A dissertação ressalta três vertentes temáticas da produção inicial do jornalista: o memorialismo, a ficção e os aforismos. / This research is related to the gathering of chronicles by the historian and literature critic José Brito Broca (1903-1961) publicized between 1921 and 1931 in periodicals of Guaratinguetá, Rio de Janeiro and São Paulo. The documentation belongs to Brito Broca Collection, Cultural Documentation Center Alexandre Eulálio at Institute of Language Studies, Unicamp. The dissertation emphasizes three discussed thematics from the initial production of the jornalist: memorials, fiction and propositions (thoughts).

Magister Artium - MA / The study through the topic: An investigation of Zimbabwe's contemporary heritage practices of memorializing war: A case study of the Heroes' Acres in Matabeleland South Province focuses on post liberation war memorialisation and management in the post-colonial state of Zimbabwe. It analyses the emergence and management of war memorials and shrines in the form of heroes' acres, in the province of Matabeleland South in Zimbabwe from 1988 to 2010. Zimbabwe attained independence in 1980 after a long protracted war waged by two guerrilla movements against the unilaterally declared independent state of Rhodesia led by Ian Smith. Post-1980, ZANU (PF) became the dominant political party in the new state now renamed Zimbabwe. A national memorialisation structure was established soon after independence; charged with ensuring a befitting memorialisation of the war of liberation. Post-independence political contradictions between the parties notwithstanding, the results of the 1980 election showed an ethnicized landscape, a trajectory that has been at the centre of the national political discourse. Political disturbances in the Matabeleland and Midlands provinces became one of the most important and interesting historical issues that unsettled the nation in respect of memorialisation. Against this background, this research proposes to assess how political actors contributed to the issue of memorializing a war in post-1980 Zimbabwe. Using the central question which arose from a critique of Zimbabwe's memorialisation structure as a graded one, in which the local site subordinates the national, the research aims to examine whether the shifts in the political and management spheres of the heroes acres as represented by the inclusive government currently governing the country and the transferring of management duties of heroes acres to the National Museums and Monuments of Zimbabwe, has managed to challenge the claim made above. By embarking on this work, the research aims to examine whether the local memorial sites actually act as mere subordinates in a deliberate graded structure to the national shrine represented by the National Heroes' Acre in Harare, within the politics of memorialisation.

The thesis is an exploration into the Jewish memorial sites erected in the Soviet Zone of Occupation (SBZ) and German Democratic Republic (GDR) between the years 1945 and 1987. The primary aim of the thesis is to provide a collection of Jewish memorial sites in East Germany during the aforementioned time frame. It uses the theories of French historian Pierre Nora as well a number of other authors to legitimize the importance of these memorial sites. In addition, a typology was created by the author to ensure the proper collection of the memorial sites in order to reflect the research question: how was Nazi anti-Semitism remembered in the German Democratic Republic (GDR) through memorial sites between the years 1945-1987? The thesis is, however, more than just a collection of data. It also provides observations about trends and patterns in Jewish memorialization as well uses a method introduced by Ahenk Yilmaz to examine the individual characteristics of the sites. The thesis concludes that Jewish memorialization in the GDR was primarily a bottom-up approach, a fact that has been overlooked by many researchers in the field. Key Words Memorials, East Germany, SED, Memory, Jewish