O presente artigo aborda as mobilizações de professoras, materializado nas greves do magistério público estadual do Rio Grande do Sul, no período compreendido entre 1979 a 1990. Para isso foi escolhida a Escola Estadual General Flores da Cunha, em Porto Alegre, entre outros motivos pela sua destacada liderança nas greves do período estudado, nas mobilizações da categoria, tendo como horizonte a efetiva participação das professoras no movimento grevista. A partir desse lugar, a pesquisa elege como principal corpus documental narrativas de memória de professoras da escola em questão que aderiram total ou parcialmente às greves dos anos 1979 e 1990. A metodologia da pesquisa é a História Oral, que foi desenvolvida a partir de entrevistas. Importa dizer que a investigação procura contextualizar as narrativas de memória em suas interfaces com o momento político vivido no país, especialmente, no Rio Grande do Sul. Nesta perspectiva, a abordagem da investigação não perde de vista as transformações ocorridas no magistério público diante de políticas públicas vigentes, destacando o papel do Centro dos Professores do Estado do Rio Grande do Sul - CPERS, que agregou o nome de sindicato a partir de 1989. No cruzamento de fontes, busca-se um maior entendimento acerca da temática da pesquisa ao ouvir as narrativas dessas mulheres-professoras, que atuando nas salas de aula, tiveram significativas e até decisiva participação nas greves do magistério A pesquisa se inscreve no campo da História da Educação e tem a História Cultural como vertente teórica. Pretende ouvir as experiências das professoras, a partir de suas memórias e vivências nos momentos de greve, seus silêncios, ou não ditos, procurando entrecruzar suas narrativas com os registros sindicais e notícias da imprensa local. A pesquisa busca conhecer as histórias dessas professoras que, não estando nas lideranças do movimento grevista, atuaram dentro das escolas, nas ruas e acampadas nas praças. Procura compreender seus sentimentos, seu olhar sobre o vivido e o sentido durante as greves. O estudo dialoga com a perspectiva de Michel Foucault sobre os homens infames, aqueles que durante séculos foram esquecidos por uma História que privilegiava as ações de uns, eleitos como merecedores de terem suas vidas narradas, destinando outros a um estado de marginalidade, de anonimato. Através das entrevistas, procuro trazer à tona este passado das greves em que foram sujeitos muitas mulheres-professoras. Esse ato de lembrar, afirma Lucilia de Almeida Neves, insere-se entre as possibilidades múltiplas de registro do passado, elaboração das representações e afirmação de identidades construídas na dinâmica da História. Não perdendo de vista a afirmação de Alistair Thomson, compomos nossas memórias para dar sentido à nossa vida passada e presente. Relembrar, revisitar as memórias atualizando o tempo passado, tornando-o vivo e cheio de significados no presente. / This is a study about the history of education in Rio Grande do Sul materialized in strikes of the state public teaching of Rio Grande do Sul, in the period 1979 to 1997. For this it was chosen the State School General Flores da Cunha, in Porto Alegre, among other reasons for his outstanding leadership in the strikes of the period studied, the mobilizations in the category, having as perspective the effective participation of teachers in the strike movement. From that place, research elected as main corpus documentary narratives school teachers memory in question adhering whole or in part to strikes the years 1979 and 1997. The research methodology is the oral history, which was developed from interviews. It said that the research aims to contextualize the memory narrative in its interface with the political moment lived in the country, especially in Rio Grande do Sul. In this perspective, the research approach to not lose sight of the transformations occurred in the public teaching before prevailing public policies, highlighting the role of the Centro dos Professores do Estado do Rio Grande do Sul - CPERS, which added the union name from 1989. At the intersection of sources, we seek a greater understanding of the theme of research on hearing the stories of these women-teachers, who working in the classrooms had significant and even decisive role in the teaching strikes The research is inserted in the field of History of Education and Cultural History as the theoretical branch. The experiences of teachers were heard, from their memories and experiences in times of strike, his silences, or not said, looking for to connect their stories with union records and news from local media. The research seeks to know the stories of teachers who for not being as the strike movement leaders they acted within schools, on the streets and camped in the squares. It try to understand her feelings, her gaze on the lived and felt during the strikes. The study relates to the prospect of Michel Foucault about the infamous men, those who for centuries have been forgotten by history that favored the actions of some, elected as worthy of having their lives narrated, leading others to a state of marginalization, anonymity. Through interviews, I try to bring to light this past strikes on the as subject were many women-teachers. This act of remembering, says Lucilia de Almeida Neves, is inserted between the multiple possibilities past record, working out of representations and affirmation of identities constructed in the dynamics of History. Not losing sight of Alistair Thomson statement, we compose our memories to make sense of our past life and present. Remember, revisit the memories, updating the past, making it alive and full of meaning in the present.

Padecer no Paraíso? Experiências de mães de jovens em conflito com a lei é uma pesquisa de história oral, cujo conjunto de procedimentos norteou todas as etapas do trabalho. Seguindo tais pressupostos, constituiu-se o corpus documental baseado nos textos resultantes das entrevistas de história de vida realizadas com seis mulheres-mães de jovens em conflito com a lei. A partir das narrativas construídas em processo de colaboração, pretendeu-se abordar questões ligadas à história do tempo presente e que têm como eixo a experiência de mulheres que vivenciam a maternidade em situação adversa: a da conflitualidade de seus filhos na adolescência. Desta forma, foram discutidos temas como o da militância das mães, as questões de gênero nas relações entre mães e filhos homens e o mito do amor materno e seus múltiplos significados ao longo do tempo. / To suffer in the paradise? Experiences of mothers of young in conflict with the law are a oral history research, whose set of procedures guided all the stages of the work. Following such estimated, the established documentary corpus consisted in resultant texts of the interviews of life stories carried through with six woman-mothers of young in conflict with the law. From narratives constructed in contribution process, it was intended to approach on questions to the history of present time and that they as axle the experience of women who live deeply the maternity in adverse situation: the conflictuality os its children in the adolescence. In such a way, subjects as the militancy of the mothers had been argued, the questions of sort in relations between mothers and her sons and the myth of the maternal love and its multiple meanings throughout the time.

O tema da dissertação é a memória associada às relações de trabalho, aos modos de vida e à trajetória da categoria dos antigos ferroviários da Vila Industrial de Campinas, recuperada por meio de entrevistas, fontes escritas e iconográficas de arquivos públicos, de sindicatos e de associação de ferroviários. O período delimitado resultou da tentativa de sistematizar fragmentos da história das ferrovias e da categoria no auge e na decadência das companhias Mogyana e Paulista. Na primeira parte da dissertação são apresentadas as limitações econômicas do progresso dos trilhos no Estado de São Paulo e o desenvolvimento urbano da cidade de Campinas; importantes movimentos grevistas ferroviários em diferentes períodos da história política brasileira; e, finalmente, uma breve análise da privatização das ferrovias e a conseqüente crise da categoria ferroviária. Na segunda parte, algumas experiências sociais, de trabalho e dos trabalhadores em ferrovias paulistas são caracterizadas por meio da memória de funcionários aposentados das estradas de ferro campineiras, residentes da Vila Industrial. Os relatos revelam e tornam claras as técnicas do passado, a rotina dentro e fora do trabalho, as mudanças ocorridas no mundo ferroviário ao longo do tempo e a identidade ferroviária. / The theme of the dissertation is the memory associated to the work relationships, to the life manners and the trajectory of the old railmen\'s category of the Industrial Villa of Campinas, recovered by means of interviews, sources writings and iconography of public files, of unions and of railmen´s association. The defined period resulted of the attempt of systematizing fragments of the history of the railways and of the category in the peak and in the decadence of the companhias Mogyana and Paulista. In the first part of the dissertation are presented the economic limitations of the progress of the railways in the State of São Paulo and the urban development of the city of Campinas; important movements rail strikers in different periods of the Brazilian political history; and, finally, a brief analysis of the privatization of the railways and the consequent crisis of the rail category. In the second part, some work experiences and social of the workers in railways of the São Paulo they are characterized by means of the older employees memory of the railways campineiras, residents in the Industrial Villa. The reports reveal and they turn clear the techniques of the past, the routine inside and out of the work, the changes happened in the rail world along the time and the railmen identity.

ABSTRACT Around 65 AD, the Ancient Roman philosopher Seneca wrote his only text concerning Natural Phenomenon: Natural Questions. Considered since medieval times as part of a trinity of great thinkers including Plato and Aristotle, Seneca’s work in rhetoric, philosophy, and legal theory still receive praise today. The praise is not replicated for Natural Questions, however. Modern historians who consider the work paint it as uninspiring. Pliny, another Roman author and philosopher, wrote a far more encompassing and detailed work called Natural History, and it is this work that is considered the premier Roman comment on Natural Philosophy. These contemporaneous works become juxtaposed and used to criticize Seneca’s work as inferior. A deeper consideration of the texts --primarily the subject material and use of poetry-- will determine that Seneca and Pliny wrote to different audiences and belong to different genres.

Written at a time when the number of students taking standardized tests in U.S. public schools is at an all-time high, this dissertation presents and analyzes the contribution of standardized testing to intellectual identity formation as portrayed within the oral histories of four adults from the post-"A Nation at Risk" (1983) and pre-"No Child Left Behind" (2001) eras. The study uses methods from discourse analysis and oral history research to find stories that serve as artifacts of the history of standardized testing and related educational and testing policies. Each oral history is unique and has a connection to the University of Iowa and its role in the history of testing. The five participants share stories exploring their experiences with the SAT, ACT, Iowa Test of Basic Skills, intelligence tests, and tests for Attention Deficit Disorder and placement exams. Each story explores what can happen to a person's intellectual identity when standardized testing forms relationships with that individual's history with trauma, race, class, gender, hetero-normativity and self-esteem. By design, this study is less focused on providing broad extrapolations than in placing individual oral histories in conversation with one another and contextualizing them within the history of intelligence testing and achievement testing. It does so with the goal of conveying the long-term effects of standardized testing on each of the four storytellers, and suggests researchers have not given enough attention to examining ways standardized tests interact with how individuals shape their intellectual identity. In doing so, it complicates the arguments of standardized testing advocates who claim the tests can achieve cultural neutrality even though they have sprung from norms and methods and measures deemed valuable by a culture. This study invites future research on similar questions, including how a belief in the objectivity of standardized testing imbues it with credibility and shapes the expectations we have of others and ourselves.

A number of aspects of the life style and material culture of a mountain settlement in Eastern Kentucky are studied to provide a portrait of life in that region in the early part of this century. The Hensley Settlement was established about 1903 when two families, the Hensleys and the Gibbonses, moved onto a 509 acre survey on top of Brush Mountain near Middlesboro, Kentucky. luring the course of almost forty—eight years on the mountain, the settlers multiplied into a community of over eighty people and constructed in excess of 100 log buildings. They had their own school, gristmills, and blacksmith. Their economy was agricultural at a subsistence level as their only cash crop was illegal whiskey. In later years the younger generation of Hensleys and Gibbonses becaue disenchanted with the rugged style of mountain life and were lured away by the regular paycheck and cash economy of the coal camps. As the younger generation left the mountain the older settlers were forced to move also. Advancing ape made it impossible for them to carry on their farming activities without the help of their children. Finally about 1951 only Sherran Hensley, the first of the settlers to move up the mountain, remained. The land was bought by the National Park Service to be reconstructed and used as a living historical museum. The settlement history and genealogy is examined in detail as well as the buildings, food production and preservation methods, and the mountain culture.

This thesis explores agricultural livelihoods in Harlan County with two case studies in order to challenge dominant narratives about Eastern Kentucky. Harlan County, and Appalachia more broadly, is often written about in terms of its relationship to extractive industries. Absentee landownership in Appalachia has been well documented, especially in the case of coal counties. However, the relationship between extraction and agricultural livelihoods in Appalachia warrants more attention. The story of agricultural livelihoods in the region is often pushed to the periphery much like the practices of “hillside” farming. While geography makes much of the land unsuitable for farming in Harlan County, a small number of farmers have seemingly persisted through time. Preliminary findings suggest an intricate relationship between coal production, land access, and livelihood diversification through agriculture.

This thesis argues that commons enclosure in the Clearance Era on the Uist island group in the Outer Hebrides of Scotland was a direct result of the Clearances on those islands in the 18th and 19th centuries and how the enclosure of commons on these islands was catastrophic to those communities who had functioned, worked, and thrived in those regions for millennia. Commons and commons systems are those resources such as land, water, and produce either from agriculture or natural harvesting which contribute to human habitation and existence in a particular geographic area. Commons and commons systems on North and South Uist island group are no exception. The recognition of these systems in the Uists is imperative to understanding how the enclosure of commons in the Outer Hebrideans impacted land use and agrarian practices.

This finding aid of interviews is drawn from the Arnold R. Hirsch Collection at the Amistad Research Center. Between 1987 and 1994, historian Arnold Hirsch interviewed New Orleans’ first black mayor, Ernest Morial, and others related to that crucial era in New Orleans political history. This collection consists of 37 audiocassettes tapes that contain oral history interviews conducted by Arnold Hirsch with various New Orleanians who were active in city government and political activism. This project-based thesis covers the research and construction of the finding aid completed for this collection during an internship at the Amistad Research Center, as well as the metadata collected and created for the collection. This collection and finding aid are being housed at the Amistad Research Center.

The Cache Valley Shoshone are the survivors of the Bear River Massacre, where a battle between a group of US. volunteer troops from California and a Shoshone village degenerated into the worst Indian massacre in US. history, resulting in the deaths of over 200 Shoshones. The massacre occurred due to increasing tensions over land use between the Shoshones and the Mormon settlers. Following the massacre, the Shoshones attempted settling in several different locations in Box Elder County, eventually finding a home in Washakie, Utah. However, the LDS Church sold the land where the city of Washakie sat, forcing the Shoshones to adapt quickly. Much of our knowledge of the massacre stems from either white American sources or the oral histories that circulate among one Shoshone family group. This leaves the information incomplete. Adding the voices of more individuals expands our knowledge of the massacre itself and the adaptations the Shoshones continue to make in order to survive.