Thesis "The České Středohoří Mountains - Cultural Landscape" deals with the territory of the České Středohoří Mountains' Protected Area as the landscape of settlements, namely settlements of rural character. Based on the field research, the basic characteristics of vernacular architecture in that territory are described and selected influences, that completed local villages' rural construction, are depicted. The thesis also provides evidence of regional interest in the national history and geography of the České Středohoří Mountains, especially in rural construction and urbanism. This interest in the national history and geography is discussed in the context of the development of Czech and German national emancipation. The entire work put emphasis on the period from the mid-19th century to the mid-20th century. Powered by TCPDF (www.tcpdf.org)

Este trabalho se propõe a investigar como foi formulado, pelos agentes e agências que atuavam no campo dos museus no Brasil, o papel educativo dessas instituições, em especial no Museu Histórico Nacional. A pesquisa compreende as décadas entre 1930 e 1950, com demarcações temporais precisas em 1932, quando ocorreu a implementação do Curso de Museus no Brasil e, 1958, ano em que foi realizado no País o Seminário Regional da UNESCO sobre a Função Educativa dos Museus. O estudo situa-se na interseção entre a História da Educação e a História dos Museus, e fundamenta-se nos pressupostos da História Cultural. Considerei que as relações a serem investigadas articulavam-se em um campo dos museus e, para a proposta analítica, tomei de empréstimo o conceito de campo definido por Pierre Bourdieu. A pesquisa partiu do pressuposto de que um processo de maturação da função social dos museus desenvolveu-se ao longo do século XX e, nessa dinâmica, o tema educação em museus ganhou destaque. Ao deter-me em uma análise do corpus documental referente ao período investigado (matérias de jornais, documentos oficiais, livros, artigos, relatórios, depoimentos de antigos profissionais de museus, por exemplo), identifiquei uma operação teórico-metodológica por parte dos agentes e agências, que atuaram no campo dos museus, para sua legitimação como espaços de aprendizado. A defesa do aprimoramento do papel educativo dos museus era sustentada por três abordagens: educação visual; educação para o povo; projeto de nação assegurado pela instrução pública. O diálogo com os autores François Hartog, Luis Gerardo Morales Moreno, Manoel Luiz Salgado Guimarães, Michel de Certeau, Paulo Knauss, Roger Chartier, Suely Moraes Ceravolo, Ulpiano Bezerra de Meneses, entre outros, contribuiu para aprofundar os conceitos e modos de operação fundamentados nas abordagens evidenciadas. Uma imersão empírica foi realizada em propostas e experiências de caráter educativo identificadas no Museu Histórico Nacional, instituição federal que se comprometeu explicitamente com a educação cívica e, entre seus projetos, criou o Curso de Museus, formação que estimulou a entrada de um novo agente no campo reconhecido pela diplomação. A pesquisa ressaltou uma produção engajada de múltiplos profissionais de museus sobre o papel educativo a ser assumido por essas instituições, bem como uma intensa articulação entre esses profissionais e os agentes do campo da educação. / The present dissertation is aimed at investigating the formulation by actors and institutions in the field of museology in Brazil of the educational role of Brazilian museums, especially the National Historic Museum. The research focuses on the period between 1930 and 1950, with precise temporal demarcations in 10932, when the Brazilian course on Museology was created, and 1958, when UNESCO’s first Regional Seminary on the educational role of museums occurred. The study combines elements of History of Education and the History of Museums, and is mainly based on the premises of Cultural History. I have assumed that the relationships under investigation belonged to the field of museums and, for my analysis, I have borrowed the concept of defined field from the Works of Pierre Bourdieu. The research starts from the premise that the social function of museums has evolved over the 20th century in a way that gave increasing importance to education. It has become clear from the analysis of the available records (newspaper articles, official documents, books, articles, reports, interviews with old museum professionals, etc.) that actors and institutions have made a conscious theoretical-methodological effort to legitimize museums as learning spaces. The educational role of museums was increased through three means: visual education, education for the general public, a national project that required public instruction. The works of authors such as François Hartog, Luis Gerardo Morales Moreno, Manoel Luiz Salgado Guimarães, Michel de Certeau, Paulo Knauss, Roger Chartier, Suely Moraes Ceravolo, Ulpiano Bezerra de Meneses, among others, were instrumental for the development of this dissertation. Empirical research was done at the National History Museum, a federal institution explicitly committed to civic education. Among several projects, special attention has been given to the creation of a diploma giving program in museology, which has stimulated the entry of a new agent in the field. Finally, the research has identified an extensive body of work by committed museum professionals about the educational role that ought to be given to museums, as well as intense Exchange between these professionals and those in the field of education. / El presente trabajo pretende investigar cómo fue formulado, por los agentes y agencias que actuaban en el campo de los museos en Brasil, el papel educativo de estas instituciones, en especial el Museo Histórico Nacional. La investigación está situada entre las décadas de 1930 y 1950, con una fecha de inicio en 1932, cuando se implementó el Curso de Museos en Brasil, terminando el análisis en 1958, año en que fue realizado en el país el Seminario Regional de la UNESCO sobre la Función Educativa de los Museos. El estudio se sitúa en la intersección entre la Historia de la Educación y la Historia de los Museos, fundamentándose en los presupuestos de la Historia Cultural. Se considera que las relaciones a ser investigadas se articulan bajo el concepto de campo definido por Pierre Bourdieu, y particularmente, el campo de los museos. La investigación partió de la afirmación de que un proceso de madurez de la función social de los museos se desarrolló a lo largo del s. XX, y en esa misma dinámica, el tema educación en los museos ganó un lugar especial. Al detenerse en el análisis del corpus documental referente al período investigado (artículos de periódico, documentos oficiales, libros, artículos, actas, testimonios de antiguos profesionales de museos, por ejemplo), se identificó una operación teórico- metodológica por parte de los agentes y agencias, que actuaron en el campo de los museos, para su legitimación como espacios de aprendizaje. La prioridad del papel educativo de los museos fue sustentada por tres abordajes: educación visual, educación para el pueblo y un proyecto de nación asegurado por la instrucción pública. El diálogo con los autores François Hartog, Luis Gerardo Morales Moreno, Manoel Luiz Salgado Guimarães, Michel de Certeau, Paulo Knauss, Roger Chartier, Suely Moraes Ceravolo, Ulpiano Bezerra de Meneses, entre otros, contribuyó para profundizar conceptos y modos de operación fundamentados en los abordajes evidenciados. La inmersión empírica fue realizada en las propuestas y experiencias de carácter educativo identificadas en el Museo Histórico Nacional, institución federal que se comprometió de lleno con la educación cívica, y que, entre sus proyectos, inauguró el Curso de Museos, el cual estimuló la entrada de un nuevo agente en el campo reconocido por el título creado. La investigación resaltó una producción articulada de diferentes profesionales de museos sobre el papel educativo que sería asumido por esas instituciones, así como una intensa relación entre estos profesionales y los agentes del campo de la educación.

Este trabalho se propõe a investigar como foi formulado, pelos agentes e agências que atuavam no campo dos museus no Brasil, o papel educativo dessas instituições, em especial no Museu Histórico Nacional. A pesquisa compreende as décadas entre 1930 e 1950, com demarcações temporais precisas em 1932, quando ocorreu a implementação do Curso de Museus no Brasil e, 1958, ano em que foi realizado no País o Seminário Regional da UNESCO sobre a Função Educativa dos Museus. O estudo situa-se na interseção entre a História da Educação e a História dos Museus, e fundamenta-se nos pressupostos da História Cultural. Considerei que as relações a serem investigadas articulavam-se em um campo dos museus e, para a proposta analítica, tomei de empréstimo o conceito de campo definido por Pierre Bourdieu. A pesquisa partiu do pressuposto de que um processo de maturação da função social dos museus desenvolveu-se ao longo do século XX e, nessa dinâmica, o tema educação em museus ganhou destaque. Ao deter-me em uma análise do corpus documental referente ao período investigado (matérias de jornais, documentos oficiais, livros, artigos, relatórios, depoimentos de antigos profissionais de museus, por exemplo), identifiquei uma operação teórico-metodológica por parte dos agentes e agências, que atuaram no campo dos museus, para sua legitimação como espaços de aprendizado. A defesa do aprimoramento do papel educativo dos museus era sustentada por três abordagens: educação visual; educação para o povo; projeto de nação assegurado pela instrução pública. O diálogo com os autores François Hartog, Luis Gerardo Morales Moreno, Manoel Luiz Salgado Guimarães, Michel de Certeau, Paulo Knauss, Roger Chartier, Suely Moraes Ceravolo, Ulpiano Bezerra de Meneses, entre outros, contribuiu para aprofundar os conceitos e modos de operação fundamentados nas abordagens evidenciadas. Uma imersão empírica foi realizada em propostas e experiências de caráter educativo identificadas no Museu Histórico Nacional, instituição federal que se comprometeu explicitamente com a educação cívica e, entre seus projetos, criou o Curso de Museus, formação que estimulou a entrada de um novo agente no campo reconhecido pela diplomação. A pesquisa ressaltou uma produção engajada de múltiplos profissionais de museus sobre o papel educativo a ser assumido por essas instituições, bem como uma intensa articulação entre esses profissionais e os agentes do campo da educação. / The present dissertation is aimed at investigating the formulation by actors and institutions in the field of museology in Brazil of the educational role of Brazilian museums, especially the National Historic Museum. The research focuses on the period between 1930 and 1950, with precise temporal demarcations in 10932, when the Brazilian course on Museology was created, and 1958, when UNESCO’s first Regional Seminary on the educational role of museums occurred. The study combines elements of History of Education and the History of Museums, and is mainly based on the premises of Cultural History. I have assumed that the relationships under investigation belonged to the field of museums and, for my analysis, I have borrowed the concept of defined field from the Works of Pierre Bourdieu. The research starts from the premise that the social function of museums has evolved over the 20th century in a way that gave increasing importance to education. It has become clear from the analysis of the available records (newspaper articles, official documents, books, articles, reports, interviews with old museum professionals, etc.) that actors and institutions have made a conscious theoretical-methodological effort to legitimize museums as learning spaces. The educational role of museums was increased through three means: visual education, education for the general public, a national project that required public instruction. The works of authors such as François Hartog, Luis Gerardo Morales Moreno, Manoel Luiz Salgado Guimarães, Michel de Certeau, Paulo Knauss, Roger Chartier, Suely Moraes Ceravolo, Ulpiano Bezerra de Meneses, among others, were instrumental for the development of this dissertation. Empirical research was done at the National History Museum, a federal institution explicitly committed to civic education. Among several projects, special attention has been given to the creation of a diploma giving program in museology, which has stimulated the entry of a new agent in the field. Finally, the research has identified an extensive body of work by committed museum professionals about the educational role that ought to be given to museums, as well as intense Exchange between these professionals and those in the field of education. / El presente trabajo pretende investigar cómo fue formulado, por los agentes y agencias que actuaban en el campo de los museos en Brasil, el papel educativo de estas instituciones, en especial el Museo Histórico Nacional. La investigación está situada entre las décadas de 1930 y 1950, con una fecha de inicio en 1932, cuando se implementó el Curso de Museos en Brasil, terminando el análisis en 1958, año en que fue realizado en el país el Seminario Regional de la UNESCO sobre la Función Educativa de los Museos. El estudio se sitúa en la intersección entre la Historia de la Educación y la Historia de los Museos, fundamentándose en los presupuestos de la Historia Cultural. Se considera que las relaciones a ser investigadas se articulan bajo el concepto de campo definido por Pierre Bourdieu, y particularmente, el campo de los museos. La investigación partió de la afirmación de que un proceso de madurez de la función social de los museos se desarrolló a lo largo del s. XX, y en esa misma dinámica, el tema educación en los museos ganó un lugar especial. Al detenerse en el análisis del corpus documental referente al período investigado (artículos de periódico, documentos oficiales, libros, artículos, actas, testimonios de antiguos profesionales de museos, por ejemplo), se identificó una operación teórico- metodológica por parte de los agentes y agencias, que actuaron en el campo de los museos, para su legitimación como espacios de aprendizaje. La prioridad del papel educativo de los museos fue sustentada por tres abordajes: educación visual, educación para el pueblo y un proyecto de nación asegurado por la instrucción pública. El diálogo con los autores François Hartog, Luis Gerardo Morales Moreno, Manoel Luiz Salgado Guimarães, Michel de Certeau, Paulo Knauss, Roger Chartier, Suely Moraes Ceravolo, Ulpiano Bezerra de Meneses, entre otros, contribuyó para profundizar conceptos y modos de operación fundamentados en los abordajes evidenciados. La inmersión empírica fue realizada en las propuestas y experiencias de carácter educativo identificadas en el Museo Histórico Nacional, institución federal que se comprometió de lleno con la educación cívica, y que, entre sus proyectos, inauguró el Curso de Museos, el cual estimuló la entrada de un nuevo agente en el campo reconocido por el título creado. La investigación resaltó una producción articulada de diferentes profesionales de museos sobre el papel educativo que sería asumido por esas instituciones, así como una intensa relación entre estos profesionales y los agentes del campo de la educación.

Abstract My thesis focuses on the incorporation of Hyperboreans, a mythical classical race, into the prevailing Gothic or Geatic narrative of national history in seventeenth and eighteenth century Swedish historiography. The beatific Hyperboreans were identified with ancient Swedes to emphasise that the Gothic ancestors of Sweden’s rulers had not been mere mediaeval barbarians. The most extreme proponents of this Hyperborean research tradition claimed that a high culture had thrived in Sweden before classical antiquity. They asserted that traces of this highly-developed northern civilisation could be found in the Bible, classical writings and mediaeval historiography, as well as the domestic antiquities such as runestones and Old Norse writings. By close-reading published and unpublished writings of historians and antiquaries, I examined the overarching and shared distinctive features within this Hyperborean research tradition. This involved an analysis of the main content of this research tradition in its learned, mostly Western European historiographical setting. I focused especially on understanding the Hyperborean research tradition within the intellectual traditions of constructing fabulous pasts. The seventeenth century was a period of institutionalisation of historical and antiquarian research in Sweden and Europe. Hence, I also studied the role of specific politico-historical and institutional conditions in the emergence, development and decline of the Hyperborean research tradition. By combining these two approaches, I attempted to strike a balance between research on long-term intellectual traditions and short-term immediate situations in which the ideas about the Hyperboreans were developed and used. Ultimately my thesis illustrates that the Hyperborean research tradition was a fairly coherent tradition of research. It arose in the early seventeenth century as part of the political pursuits and problems of Swedish monarchs in the domestic front and the Baltics. The tradition dominated Swedish historiography during the period of Swedish absolutism (1690–1720), before gradually crumbling from 1730s onwards. The emergence, development and decline of the Hyperborean research tradition were all a result of complex historiographical and politico-institutional factors. / Tiivistelmä Keskityn väitöskirjassani 1600- ja 1700-lukujen ruotsalaisen historiankirjoituksen ilmiöön, jossa antiikin kirjoitusten myyttiset hyperborealaiset sisällytettiin niin kutsuttuun goottilaiseen historianarratiiviin. Tämä varhaismodernissa Ruotsissa suosittu historianarratiivi perustui näkemykseen Raamatun Maagogista sotaisten goottien sekä ruotsalaisten kantaisänä. Eurooppalaiset humanistit kuvasivat kuitenkin gootit keskiaikaisina barbaareina, minkä vastapainoksi oppineet Ruotsissa esittivät kotimaiset gootit sivistyneinä ja hurskaina hyperborealaisina. Hyperborealaisen tutkimusperinteen keskeisin tutkimuskohde oli muinaisen Ruotsin kulttuuri, jonka väitettiin levinneen Upsalasta aina Välimerelle saakka jo ennen kreikkalais-roomalaista antiikkia. Tukeakseen väitteitään oppineet käyttivät lähteinään antiikin kirjoitusten ohella Raamattua ja keskiajan historiantutkimusta. 1600-luvun mittaan he hyödynsivät kasvavassa määrin myös pohjolan alueen muinaismuistoja, kuten muinaisnorjalaisia kirjoituksia ja riimukiviä. Tutkimukseni lähdeaineisto muodostuu hyperborealaiseen perinteeseen kuuluneiden oppineiden julkaistuista ja julkaisemattomista kirjoituksista. Tarkastelen tutkimusperinteen yhtenäisyyttä analysoimalla sen keskeisimpiä yhdistäviä ja erottavia käsityksiä. Analyysini kattaa myös sen opillisten, lähinnä historiantutkimuksellisten puitteiden määrittämisen. Pyrin erityisesti ymmärtämään hyperborealaista tutkimusperinnettä osana varhaismodernille ajalle tyypillisiä historianarratiiveja tarunomaisesta kansallisesta muinaisuudesta. Ruotsalainen historian- ja muinaistutkimus institutionaalistui 1700-luvulla. Täten tarkastelen työn pääasiallisen tutkimusongelman ohella, kuinka poliittiset ja institutionaalisetolosuhteet myötävaikuttivat hyperborealaisen tutkimusperinteen kehittymiseen, vakiintumiseen ja asteittaiseen murenemiseen. Osoitan tutkimuksessani, että hyperborealainen tutkimusperinne syntyi 1600-luvun alussa liittyen Ruotsin kuninkaiden poliittisiin pyrkimyksiin sekä kotirintamalla että Itämerellä. Sen valtakausi sijoittui aikavälille 1685–1720, jolloin Ruotsin itsevaltiaat kuninkaat hyödynsivät hyperborealaisiin liitettäviä teemoja propagandassaan. Tutkimusperinteen vaiheittainen mureneminen tapahtui 1700-luvun puolivälissä. Sen taustalla oli useita poliittisia, institutionaalisia ja opillisia tekijöitä.

The world of Cosmas. The image of political nation in the oldest Czech chronicle This work focuses on the image of the political nation in the oldest Czech chronicle - Chronica Boemorum (The Chronicle of Czechs) by Cosmas, "the first Czech historian" [Robert Bartlett, University of St Andrews: "Bohemia made a spectacular debut in this respect with Cosmas of Prague, whose vivid prose style, gifts of powerful characterization and ability to convey action, and the occasional personal touches he allows (such as the yearning picture of his long-gone student days) make him not only a vital historical source for the Premyslid lands but also one of the great writers of the Middle Ages. He initiated a tradition which continued, with peaks and plateaux, throughout the Premyslid period, and this was important, for a native historical tradition was one of the marks of a Latin Christian society."] Cosmas' Chronicle (The Chronicle of Czechs) is part of the context of "national history". Cosmas wrote a scholarly, entertaining, but also politically committed work, presenting a "national program" of sorts. This was no Czech specialty - when we think of Europe in the 11th and 12th century, we see a garden of sprouting new nations, the medieval "spring of nations". The first national states, with clear territorial...

The presented work deals primarily with the influence of Act No. 22/1958 Coll., On Cultural Monuments, Act No. 54/1959 Coll., On Museums and Galleries, and similar laws valid for the Slovak part of republic on the functioning of Czechoslovak museums. The influence of these legal regulations is examined on the examples of museums in Písek and České Budějovice, as these are typical representatives of museums of national history on the district and regional level. The work analyzes mainly the so-called cultural- educational activities of museums, it also focuses on collection activities, staffing and financial stability of museums. The secondary goal of this thesis is to describe the development of Czechoslovak monument care and museology after the end of the Second World War.

En France, lorsque l’éducation primaire est devenue laïque, gratuite et obligatoire avec les lois Jules Ferry (1881-1882), les pédagogues républicains valorisaient un enseignement par l’émulation. À l’aide de grandes figures de l’histoire nationale, ces acteurs souhaitaient fournir aux jeunes écoliers et écolières des exemples moraux et patriotiques, lesquels incarnaient les grandes vertus républicaines. En général, les modèles exposés aux garçons et aux filles sur les bancs d’école reflétaient et perpétuaient la division des sexes dans la société française : les images montrées aux garçons illustraient un rôle public, militaire et politique tandis que celles présentées aux filles indiquaient plutôt un rôle privé, domestique et maternel. La plupart des études réalisées jusqu’à présent se sont concentrées uniquement sur le contenu des manuels scolaires officiels. Cependant, les exemples féminins mis en évidence dans la littérature jeunesse, en particulier dans les populaires biographies collectives, n’ont pas encore fait l’objet de recherches historiques approfondies. Ce genre littéraire prisé par le public français de la fin du XIXe siècle, mais déprécié dans les cercles universitaires, offre pourtant un riche éventail de modèles pour la jeunesse. Ce mémoire propose ainsi une analyse des icônes morales, civiques et patriotiques dans trois biographies collectives féminines publiées dans la décennie suivant les réformes scolaires (précisément entre 1886 et 1893). Cette étude permet de mettre en lumière, voire de redéfinir, l’identité « féminine » et « française » véhiculée par les auteurs de ces œuvres, lesquels soumettent des modèles alternatifs, moins figés dans les conventions, qui s’éloignent des exemples traditionnels axés sur la différence sexuelle et introduits dans les ouvrages scolaires à la même époque. / As Jules Ferry’s Laws (1881-1882) rendered French primary education secular, mandatory and free, most republican pedagogues designed educational lessons developed on the principle of emulation. By promoting national historical figures and heroes, they mostly sought to provide moral and patriotic models, embodying republican values, to all young boys and girls. Many examples offered in classrooms illustrated and perpetuated a vision of French society based on the sexual division of labor: masculine icons expressed public, military, and political roles while feminine icons revealed private, domestic, and maternal attributes or responsibilities. Previous academic studies on the subject explored almost exclusively the content of primary official textbooks. Meanwhile, feminine models presented in children’s literature, especially within popular collective biographies, have not yet been the object of extensive historical research. Although this literary genre was consumed in great numbers by the public in fin-de-siècle France, it has until recently always been sidelined in academic studies. However, it can be argued that collective biographies showed a significant diversity of role models to French youth. Thereby, this Master’s thesis proposes an analysis of moral, civic, and patriotic icons, which schoolgirls were meant to emulate, included in three collective feminine biographies published during the years following Ferry’s school system reforms (between 1886 and 1893). This study attempts to define the « feminine » and « French » identity shaped by the authors of these books, which recommended less conventional and alternative models, different from traditional examples usually seen in official textbooks of the period.