Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research investigates the process of institutionalization of teaching of Portuguese Language in Brazil from 1757 to 1828, through the analysis and interpretation of Brazilian and Portuguese legislation related to the language teaching, as well as the compendium Arte da grammatica da língua portugueza, of Antonio José dos Reis Lobato. The basis for this work will be some assumptions theoretical of history of school subjects (CHERVEL, 1990), of cultural history (CHARTIER, 2000; ANDERSON, 2008; HEBRARD 2000), of historical linguistics (AUROUX, 1992; BUESCO, 1969; HUE 2007), of history of textbook (CHOPPIN, 2004) and of educational historiography (OLIVEIRA, 2010; CARVALHO, 1978; ANDRADE, 1978). The chronological cut is justified by the following: in 1770, it was published the grammar of Reis Lobato offered to José Sebastião de Carvalho e Melo and indicated by the Decree of September 30 of the same year. In respect to 1828, it is explained because this was the year of the indication of grammatical compendium of Reis Lobato in Brazil through the Law of April 30, 1828, that approved the statutes of the Casa Pia and Colégio de São Joaquim dos Meninos Órfãos da Bahia. / Esta pesquisa investiga o processo de institucionalização do ensino da língua portuguesa no Brasil, de 1757 até 1828, mediante a análise e interpretação da legislação portuguesa e brasileira referente ao ensino de línguas, bem como do compêndio Arte da grammatica da língua portugueza, de Antônio José dos Reis Lobato. Servirão de base para este trabalho alguns pressupostos teóricos da história das disciplinas escolares (CHERVEL, 1990), da história cultural (CHARTIER, 2000; ANDERSON, 2008; HÉBRARD, 2000), da linguística histórica (AUROUX, 1992; BUESCO, 1969; HUE 2007), da história do livro didático (CHOPPIN, 2004) e da historiografia educacional (OLIVEIRA, 2010; CARVALHO, 1978; ANDRADE, 1978). O recorte cronológico justifica-se pelo seguinte: em 1770, publicou-se a gramática pombalina de Reis Lobato, oferecida a José Sebastião de Carvalho e Melo e indicada pelo Alvará de 30 de setembro do mesmo ano. Quanto a 1828, explica-se por ser este o ano da indicação do compêndio gramatical de Reis Lobato no Brasil através da Lei de 30 de abril de 1828, que aprova os estatutos da Casa Pia e Colégio de São Joaquim dos Meninos Órfãos da Bahia.

This Dissertation has as its objective the analysis of the impact of the so-called Reform of the Public Instruction, carried out by the Marquis of Pombal (1699-1782), on the production of dictionaries of the Portuguese language (monolingual and bilingual) during the period ranging between 1757 and 1827 and how they related with the schooling process, both in Portugal and in Brazil. The year 1757 is taken as the starting point since it was then that the teaching of the Portuguese language was officially institutionalized in Brazil after the enactment of the Lei do Diretorio dos Indios. That law aimed at imposing the Portuguese language and culture on the natives and thus banning the use of their own language, known as general or coastal language. Until then, almost all dictionaries published in the Portuguese language were bilingual (Latin- Portuguese; Portuguese-Latin). As from the Marquis of Pombal s tenure (1750-177) a great number of multilingual dictionaries is seen (Portuguese-Vernacular; Vernacular- Portuguese) until the first completly monolingual dictionary of the Portuguese language is published in 1789: The Diccionario da Lingua Portugueza, by the brazilian lexicographer Antonio de Moraes Silva (1755-1824). Though Moraes Silva s dictionary came to light only after Pombal s government was over we can easily see much of his ideology in his work. The year 1827 represents the setting up of the Schools of First Letters in Brazil. It is observed that an even greater number of dictionaries is produced by this period, which fact suggests the use of these metalinguistic tools for educational purposes both in Portugal and in Brazil. For the development of this work we have consulted the legislation referring to the matter as well as some theorists from the History of Linguistic Ideas (AUROUX, 1992), from the History of School Disciplines (CHERVEL, 1990; HÉBRARD, 1990; 2000), from the Cultural History (ANDERSON, 2008; CHARTIER, 1990; BHABHA, 2006), from the Educational Historiography (ANDRADE, 1978; CARVALHO, 1978; OLIVEIRA, 2010), from the History of the Didactic book (CHOPPIN, 2004) and from the Lexicographic Studies (MESSNER, 1994; VERDELHO, 1982; 2007; SILVESTRE, 2007). / Esta Dissertação tem por objetivo analisar o impacto das Reformas Pombalinas da Instrução Pública sobre a produção de dicionários de língua portuguesa (monolíngue e bilíngue) no recorte temporal de 1757 a 1827, e o modo como estes se correlacionam com o processo de escolarização, tanto em Portugal quanto no Brasil. O ano de 1757 é tomado como marco inicial por ter ocorrido nesta data a institucionalização do ensino da língua portuguesa no Brasil, através da chamada Lei do Diretório dos Índios. Esta lei visava à imposição da língua e da cultura lusitana sobre os nativos e ao banimento da língua geral ou da costa. Até então, os dicionários, produzidos em língua portuguesa, eram, em sua quase totalidade, bilingues (latim-português; português-latim). A partir da gestão pombalina (1750-1777), dicionários multilíngues (português-vernáculo; vernáculo-português) começaram a surgir, até a publicação do primeiro dicionário de língua portuguesa, totalmente monolíngue, o Diccionario da lingua Portugueza (1789), do brasileiro Antônio de Moraes Silva (1755-1824). Embora a publicação de sua primeira edição tenha sido após a governação pombalina, perceberemos que muito do ideário daquela gestão está presente em seu trabalho. O marco final adotado é a Lei de 15 de outubro de 1827, que determina a abertura de escolas de Primeiras Letras em todas as cidades, vilas e lugares mais populosos do Império, além do uso de uma gramática nacional . O recorte temporal escolhido justifica-se pela proliferação de gramáticas e dicionários voltados ao ensino da língua materna como disciplina escolar e não mais para uso exclusivo de eruditos. Interessa-nos neste trabalho observar como o processo de dicionarização da língua vernácula imbrica-se com o processo de escolarização em Portugal e no Brasil durante o período pombalino. Para o desenvolvimento desta pesquisa foi consultada a legislação referente à matéria e alguns referenciais teóricos emprestados da história das ideias linguísticas (AUROUX, 1992), da história das disciplinas escolares (CHERVEL, 1990; HÉBRARD, 1990; 2000; JULIA, 2001), da história cultural (ANDERSON, 2008; CHARTIER, 1990; BHABHA, 2006); da historiografia educacional (ANDRADE, 1978; CARVALHO, 1978; FÉRRER, 1999; OLIVEIRA, 2010); da história do livro didático (CHOPPIN, 2004) e da lexicografia (MESSNER, 1994; VERDELHO, 1982; 2007; SILVESTRE, 2007).

This masters dissertation aims at observing the influence of political and economic relationship maintained between Portugal and England in the institutionalization of English language teaching process. Given the necessity of (re)construction of the Portuguese nation, one of the first maneuvers of the Pombal s reforms was the training of businessmen. In order to implement the project of Perfect Businessman designed by the Pombal s legislation, the Portuguese School of Commerce was created, with arithmetic, mercantile writing and other related to the commercial business practice. That School has also raised the teaching of English to enable commercial transactions held with England. From the historical context and understanding of the principles of the Pombal s reforms, pieces of legislation and documents that testified about the Portuguese School of Commerce, initiated in 1759 in Lisbon and imported into Rio de Janeiro in 1846, were studied. In an effort to understand the implications of the Luso- British commercial relationship to English teaching, textbooks such as The dictionary of the Portuguese and English Language, in two parts, English and Portuguese, and English and Portuguese (1773); Grammatica Lusitano Lusitano-&-anglica anglica or New Grammatica, and Ingleza Portugueza and Portugueza and Ingleza (1751); Arte Ingleza offerecida ao Illustrissimo Visconde de Cayru (1827), and Nova grammatica ingleza e portugueza dedicada á felicidade e augmento da Nação Portugueza (1812) were analyzed to consolidate the hypothesis that the Portuguese School of Commerce was one of the most important representations of English teaching for specific purposes in the eighteenth century. / Esta dissertação de mestrado tem por objetivo principal observar os graus de influência da relação político-econômica mantida entre Portugal e Inglaterra no processo de institucionalização do ensino de língua inglesa. Diante da necessidade da (re)construção da nação portuguesa, uma das primeiras manobras das reformas pombalinas foi a capacitação dos homens de negócios. Visando o projeto de perfeito negociante idealizado na legislação pombalina, foram criadas as Aulas de Comércio, que, além de oferecer aulas de aritmética, registro mercantil e outras referentes à prática comercial, ainda suscitou o ensino de língua inglesa para viabilizar as transações comerciais mantidas com a Inglaterra. A partir da contextualização histórica e do entendimento dos princípios das reformas pombalinas, foram observadas peças legislativas e documentos que prestaram depoimento acerca das Aulas de Comércio, iniciadas em 1759 em Lisboa e importadas para o Rio de Janeiro em 1846. Com o intuito de verificar as implicações da relação comercial luso-britânica no ensino de Inglês, compêndios como A dictionary of the Portuguese and English Language, in two parts, Portuguese and English: and English and Portuguese (1773); Grammatica Lusitano-Anglica & Lusitano-Anglica ou Grammatica Nova, Ingleza e Portugueza, e Portugueza e Ingleza (1751); Arte Ingleza offerecida ao Ilustrissimo Senhor Visconde de Cayru (1827); e Nova Grammatica Ingleza e Portugueza dedicada à Felicidade e Augmento da Nação Portugueza (1812) foram analisados para consolidar a hipótese de que as Aulas de Comércio foram uma das mais relevantes representações do ensino de Inglês para fins específicos no século XVIII.

This dissertation investigates the schooling process of the elementary knowledge which occurred in Portugal and its provinces, especially in Brazil, during the public educational reforms promoted by Pombal. The following sources were analyzed: legislation, classical authors regarded as the precursors of the theory concerning the elementary school, and some theoretical assumptions of cultural history (ANDERSON, 2008); (CHARTIER, 1991, 1998); (CHERVEL, 1990); (FALCON, 1993); (HEBRARD, 1990, 1999); (VICENT, LAHIRI AND THIN, 2001), history of education (ANDRADE (1978); (CARVALHO, 1978); (OLIVEIRA, 2010a) and the linguistic historiography (BUESCU, 1969), (HUE, 2007); (OLIVEIRA, 2010b). After the analysis of the quality of their expressions I just removed the significances. In order to consolidate the collected data, the following books were analyzed: Diálogo em louvor da nossa linguagem (1540), Nova escola para aprender a ler, escrever e contar (1722) and Apontamentos para a educação de hum menino nobre (1734), aiming to highlight the principles and guidelines of the public educational reforms promoted by Pombal, in the period which starts in 1757 and ends in 1827. Chronologically speaking, this dissertation covers the aspects of the institution of the First Letters teaching, due to the projects which are linked to this research, and the fact that in 1757 the Lei do Diretório dos Índios do Grão Pará e Maranhão was promulgated. Through this law, the Portuguese language was unified and became official in all the territories under the rule of the Lusitanian crown, and, in 1827, the law which authorized the opening of First Letters schools in Brazil was promulgated. By confirming the many reasons of intersection of the pombaline law in these texts, it can be stated that the pedagogical project of these authors influenced the construction and consolidation of the guidelines of the public education established by the reforms of Pombal. Finally, the pedagogical plan implemented by Pombal standardized lessons and learnings of the First Letters in Portugal and its colonies as well, making the learning useful for the purposes of the state. / Este trabalho investiga o processo de escolarização dos saberes elementares ocorridos em Portugal e seus domínios, especialmente no Brasil, à luz das reformas pombalinas da instrução pública. Para tanto, utilizamo-nos das seguintes fontes: legislação, autores clássicos tidos como precursores da teorização do ensino elementar e alguns pressupostos teóricos da história cultural (ANDERSON, 2008); (CHARTIER, 1991; 1998); (CHERVEL, 1990); (FALCON, 1993); (HÉBRARD, 1990; 1999); (VICENT, LAHIRE E THIN, 2001), história da educação (ANDRADE (1978); (CARVALHO, 1978); (OLIVEIRA, 2010a) e historiografia linguística (BUESCU, 1969), (HUE, 2007); (OLIVEIRA, 2010b), analisando a qualidade de suas expressões abstraio apenas a significação. Para a consolidação dos dados compilados, as seguintes obras foram analisadas: Diálogo em louvor da nossa linguagem (1540), Nova escola para aprender a ler, escrever e contar (1722) e Apontamentos para a educação de hum menino nobre (1734), com o objetivo de destacar os princípios e diretrizes das reformas pombalinas da instrução pública no período de 1757 a 1827. O recorte temporal prioriza aspectos relacionados à instituição do ensino de Primeiras Letras, tanto pelos projetos a que se vincula esta pesquisa, como pelo fato de em 1757 ter sido promulgada a Lei do Diretório dos Índios do Grão Pará e Maranhão, que unificou e oficializou a língua portuguesa em todos os territórios sob o domínio da coroa lusitana, e em 1827 foi publicada a lei que autorizou a abertura de Escolas de Primeiras Letras no Brasil. Ao confirmar os muitos motivos de interseção da legislação pombalina nessas obras analisadas, nota-se que o projeto pedagógico desses pedagogistas influenciaram na construção e consolidação das diretrizes da instrução pública instituídas pelas reformas pombalinas. Enfim, o plano pedagógico implantado por Pombal uniformizou os ensinamentos e aprendizagens das Primeiras Letras tanto em Portugal quanto em suas colônias, tornando o ensino útil aos fins do Estado.

Orientador: Pedro Paulo Zahluth Bastos / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-08-11T17:33:35Z (GMT). No. of bitstreams: 1 BrisoNeto_JoaquimLuizPereira_M.pdf: 1314143 bytes, checksum: 6a9e5a48cce59d1ac6fe4368a3e8a7a8 (MD5) Previous issue date: 2008 / Resumo: Esta pesquisa procura demonstrar que havia um projeto conservador de governo ¿em construção¿ no período de crise do desenvolvimentismo (1961-1964), apoiado nos trabalhos do Instituto de Pesquisas e Estudos Sociais (IPES) e de outros pólos contrários ao nacional-reformismo. Precisamente, discorre sobre um momento importante da ¿construção¿ desse projeto conservador: o Congresso Brasileiro para a Definição das Reformas de Base (1963) ¿ evento realizado em São Paulo reunindo políticos, empresários e acadêmicos com vistas à elaboração de uma plataforma de políticas públicas modernizadoras do capitalismo no Brasil. Mediante a análise dos Anais do ¿Congresso¿, descreve como se desdobraram os debates e as resoluções relacionadas à temática das Reformas Financeiras: o Conselho Monetário (CM), Banco Central (BC), Banco Rural, Legislação Bancária, Sistema Financeiro. Compara tais debates e resoluções aos que resultaram na Lei nº. 4595 de 31 de dezembro de 1964 ¿ a qual dispôs sobre a criação do Conselho Monetário Nacional (CMN), como órgão normativo da política monetária, e a transformação da Superintendência da Moeda e do Crédito (SUMOC) em Banco Central do Brasil (BCB), como órgão executivo. A conclusão a que chega é que resistências e interesses setoriais similares permearam o encaminhamento das Reformas Financeiras no Congresso Nacional e no Congresso Brasileiro para a Definição das Reformas de Base, e ¿soluções de compromisso¿ equivalentes foram acordadas para preservar a aliança conservadora. Essas ¿soluções de compromisso¿ consistiram numa redistribuição das funções de BC entre o BCB e o Banco do Brasil (BB). Aquele herdou, entre outras, as funções de fiscalização dos bancos, do redesconto, da emissão e da guarda dos depósitos compulsórios; este permaneceu com as funções de Agente Financeiro do Governo, crédito rural e comércio exterior / Abstract: The purpose of this dissertation is to demonstrate that it had a conservative governmental project ¿being elaborated¿ in the period of crise do desenvolvimentismo (1961-1964), supported on the work of Instituto de Pesquisas e Estudos Sociais (IPES) and others poles contrary to nacional-reformismo. Precisely, it discusses an important moment of the conservative project¿s ¿elaboration¿: the Congresso Brasileiro para a Definição das Reformas de Base ¿ an event which took place in São Paulo and brought together politicians, businessmen and academics with the aim of elaborating a platform of public policies for the modernization of Brazil¿s capitalist system. Through the analysis of the event¿s archives, it describes how the debates and resolutions related to Financial Reforms unfolded: the Monetary Council (CM), Central Bank (BC), Rural Bank, Banking Legislation, Financial System. It compares these debates and resolutions with those which resulted in Law nº. 4595 of December 31st, 1964 ¿ which set up the National Monetary Council (CMN) as a normative organ of monetary policy, and effected the transformation of the Superintendência da Moeda e do Crédito (SUMOC) at the Banco Central do Brasil (BCB) into an executive organ. The conclusion it reaches is that resistance and similar sectoral interests permeated the direction of Financial Reforms in the National Congress and in the Congresso Brasileiro para a Definição das Reformas de Base, and equivalent ¿solutions of compromise¿ were negotiated to preserve the conservative alliance. These ¿solutions of compromise¿ consisted in a redistribution of the functions of the Central Bank between the BCB and Banco de Brasil (BB). The former inherited, among others, the functions of bank supervision, the discount rate, the issuance and holding of compulsory deposits; the latter retained functions as the Government¿s Financial Agent, of rural credit and foreign trade / Mestrado / Historia Economica / Mestre em Desenvolvimento Econômico

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-23T17:00:28Z No. of bitstreams: 2 Luiza Franco Duarte.pdf: 594689 bytes, checksum: 494d670d0d795b5bf39737de38886dbe (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-23T17:00:28Z (GMT). No. of bitstreams: 2 Luiza Franco Duarte.pdf: 594689 bytes, checksum: 494d670d0d795b5bf39737de38886dbe (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-19 / Throughout the 1990s, several Latin American countries underwent deep economic-political reforms linked to loans and financing from the World Bank Group for the dissemination of the Neoliberal Project. In March 1990, the World Conference on Education for All (UNESCO, 1990) expresses the convergence of the function and conception of school education along the lines defined by the Washington Consensus, 1989. It marks a historic moment of rooting of the form of organization and management of the education before the process of economic, political, social and cultural restructuring, in construction with the accomplishment of the Reformation of the Latin American States, keeping the proportions as the peculiarities of each country and also of the level of effectiveness of the prescription of the Washington Consensus, put into practice. In this way, the present bibliographic and documentary research sought to present the realities and conjunctures of Brazil and Paraguay through the educational legislation produced in the 1990s, based on BIRD and BID recommendations to support the process of penetration of the neoliberal project in these countries. The BIRD or BID loans for school education had their objectives directed to the political orientations of the governments for the maintenance of the economic order and the deepening of the internationalization and concentration of capital for the financial sector. Due to the large financial disbursements of these organizations, with the demand for guarantees from counterparts of countries and / or federated borrowers, there was a significant increase in external debts, in the form of legal-political organization of the states, and in the ideological spread of neoliberalism, which were presented in the said loans for projects in various sectors of the economy and the social area, particularly those for school education. This research generally involves an understanding of the role of Multilateral International Organizations in the formulation and implementation of educational policies guided by the Neoliberal Project; specifically, the identification in the Brazilian and Paraguayan context of the influence of IBRD and IDB through technical and financial advice. It is necessary to emphasize that the loans of these Financial Agencies for the mentioned countries was not limited to the technical advice, but mainly it permeated an ideological and political character of the capitalism in its new model of expression. The implications of these agreements were on the organizational mode and the direction of educational policies. It did not have an eminently economic character, but it covered the social, political and ideological aspects. Therefore, the characteristics of the neoliberal reforms in Latin America, in terms of educational policies, highlighting Brazil and Paraguay were the expansion of schooling time, through the stipulation of obligatory years, establishes a minimum of workload and school days through of a school calendar. Another aspect is the redistribution of functions and responsibility between the levels of the systems, besides the specializations and rationalization of human resources. / Ao longo dos anos 1990, diversos países da América Latina passaram por profundas reformas econômico-políticas vinculadas aos empréstimos e financiamentos do Grupo do Banco Mundial para difusão do Projeto Neoliberal. A realização, em março de 1990 da Conferência Mundial de Educação para Todos (UNESCO, 1990) expressa a convergência da função e da concepção de educação escolar com as linhas definidas pelo Consenso de Washington, em 1989. Assinala um momento histórico de enraizamento da forma de organização e gerenciamento da educação diante do processo de reestruturação econômica, política, social e cultural, em construção com a efetivação da Reforma dos Estados Latinoamericanos, guardadas as proporções quanto as particularidades de cada país e também do nível de efetivação das receitas do Consenso de Washington, colocadas em prática. Desse modo, o presente trabalho buscou apresentar as realidades e conjunturas de Brasil e Paraguai por meio das legislações educacionais produzidas nos anos 1990 a partir da recomendações do BIRD e BID para respaldar o processo da penetração do projeto neoliberal nesses países da América Latina. Os empréstimos realizados pelo BIRD ou BID para a educação escolar tinham seus objetivos direcionados para os encaminhamentos políticos dos governos para a manutenção da ordem econômica e o aprofundamento da internacionalização e concentração de capital para o setor financeiro. Em razão dos grandes desembolsos financeiros destes Organismos, com a exigência das garantias das contrapartidas dos países e/ou estados federados tomadores de empréstimos, houve aumento expressivo das dívidas externas, da forma de organização jurídico-política dos Estados e de uma disseminação ideológica do neoliberalismo, que foram veiculadas nos referidos empréstimos para projetos em vários setores da economia e da área social, particularmente os para a educação escolar. Esta pesquisa envolve, de modo geral, a compreensão acerca do papel dos Organismos Internacionais Multilaterais na formulação e implementação de políticas educacionais orientadas pelo Projeto Neoliberal e; especificamente, a identificação no contexto brasileiro e paraguaio sobre a influência do BIRD e BID por meio do assessoramento técnico-financeiro. É necessário ressaltar, os empréstimos dessas Agências Financeiras para os referidos países não encontrou-se limitado ao assessoramento técnico, mas sobretudo permeou um caráter ideológico e político do capitalismo em seu novo modelo de expressão. As implicações destes acordos incidiram no modo organizacional e no direcionamento das políticas educacionais. Não possuiu um caráter eminentemente econômico, mas abrangeu os aspectos sociais, políticos e ideológicos. Portanto, as características das reformas neoliberais na América Latina, quanto às políticas educativas, em destaque para o Brasil e Paraguai foram a expansão do tempo de escolarização, por meio da estipulação de anos obrigatórios, estabelece um mínino de carga horária e dias letivos por meio de um calendário escolar. Outro aspecto reserva-se à redistribuição de funções e responsabilidade entre os níveis dos sistemas, além das especializações e racionalização dos recursos humanos.

black owners by white colonialists. Even though whites made up less than 20% of the nation‟s population, they took more than 80% of the agriculturally productive land and drove the original owners to the unproductive reserves where they were cramped and could not practice agriculture at all. Various acts such as the Black Land Act of 1913, Development Trust Act of 1936 and the Native Laws Amendment Act of 1937 were introduced which further frustrated the displaced black population thereby plunging it deeper and deeper into poverty. The main objective behind the introduction of these acts was to restrain the black population from earning livelihoods through agriculture thus forcing them to offer their labour to white farmers for low wages just to earn some form of livelihood. Such unfair practices and distribution of land prompted the first democratically elected government of South Africa to embark on a drive to redistribute the nation‟s land equitably amongst its citizens to foster national reconciliation, stimulate economic growth and compensate those that were forced out or lost their land during the apartheid era. This initiative was called the Land Reform Programme (LRP) and was implemented with three prongs namely (i) land redistribution; (ii) restitution; and (iii) land tenure. Among the beneficiaries of the LRP were farmers from a community called Marselle in Kenton-on-sea. In addition to getting land for farming purposes, the Marselle farmers also obtained financial support from the government‟s Land Bank to help them kick-start their farming activities. However, in spite of such interventions, they have struggled to turn their activities into sustainable livelihood sources. One most likely cause for this is the lack of farming knowledge and skills needed to make them more efficient and productive. This study was thus geared towards evaluating the knowledge and skills gap in Marselle which, when addressed, could make the Marselle farmers more productive. Its focus was limited to the 32 livestock and 8 chicory farmers that are recognized members of their respective projects. Focus was limited only to these farmers since the next phase of this study will involve building their capacity based on the skills gaps identified through this study. The findings showed that the two projects benefited at least 130 individuals belonging to the farming households, with 67.5% of these households headed by males. The age of these farmers was equally shared at 40% each between those above 65 years and those that only went as far as fourth grade. No one went to tertiary at all. At least 75% of the investigated farmers were unemployed and 42% of this population was pensioners. In terms of income though, 64.98% of it was from external sources. The Masakhane Silime (Chicory) project was implemented to generate income and provide job opportunities for the locals but neither of these objectives had been met at the time the data for this study was collected due to various challenges like lack of funds and infrastructure to enhance productivity. Just like the chicory project, the livestock project had its own objectives, namely; to remove animals from the residential areas, provide the animals with a safe place, reduce road accidents and also to provide a livelihood source for local farmers. Due to overgrazing the pastures, lack of proper camps and other challenges, some effort still needs to be put to achieve these objectives. Even though the livestock project was formed with these objectives in mind, the farmers themselves reared livestock either for personal consumption, selling, ritual purposes, store of wealth or all these combined. Regarding technical skills, livestock farmers were found to rely mostly on indigenous knowledge sources to attain farming knowledge. Only animal healthcare knowledge was popular to more than half the respondents. This was said to be due to the focus group meetings held on the farm every other Wednesday to share information with local extension officers. In spite of these information sharing events, livestock farmers identified training on how to feed; market; handle; and treat their livestock as key intervention knowledge areas. Attendance to these focus group meetings was limited to livestock farmers only. Various socio-economic factors were also found to have some form of influence on the acquisition of livestock knowledge. Education was the most dominant factor, with a significant association with the farmers‟ feeding (p=0.033); animal healthcare (P=0.038); marketing (p=0.009); veld management (p=0.036); and cattle slaughtering (p=0.027) knowledge. Other variables most influential include the gender and age of the household head. The former was significant at 95% confidence level for farmers‟ feeding knowledge (p=0.021); animal healthcare (p=0.039); marketing (p=0.043); livestock housing and handling (p=0.023); veld management (p=0.018); and cattle slaughtering (p=0.043). The dominance of males in acquiring these skills could be explained by the fact that the majority of the livestock project members were males. The majority of the few female members became members by default after the passing on of their husbands but their participation in the project was done through other project members who looked after their animals on their behalf. The number of farming years also had some positive and significant influence on other knowledge areas such as feeding (p=0.021) and livestock housing and handling (p=0.013). The logic supporting this association is that farmers tend to accumulate new and more skills the longer they stay in the same enterprise. In addition, most of the interviewed farmers were farm labourers prior to relocating to Marselle hence they acquired the necessary knowledge long before the project started. Concerning the chicory project, its members also relied heavily on indigenous knowledge sources for farming knowledge. Soil preparation (24.1%); planting (20.7%); land care (24.1%); and mechanical weed control (48.3%) were the knowledge areas lacked by more than half the respondents. The farmers identified land preparation (75%); communication skills (25%); marketing (100%); financial management (62%); and harvesting (88%) as the key crucial intervention areas they needed prioritized. As a study meant to inform the capacity building phase of the Land Bank project, this study identified the existing skills gaps in the two projects implemented in Forest Hill. When implementing the Capacity Building (CB) phase, various socio-economic factors will have to be considered. For example, the proposed intervention should not discriminate against anyone on the grounds of gender or physical abilities. The skills introduced should also be simple enough to be accepted and acquired even by the illiterate, especially when one considers the high illiteracy levels amongst the respondents. Efforts should also be made to create partnerships with the right organizations or groups of people so that they provide the required expertise and resources for the benefit of the farmers as and when required.

La période est marquée par des projets de réforme qui ont des conséquences importantes sur l'enseignement de l'Histoire. Cependant, les professeurs d'Histoire, peu nombreux dans la population active, restent divisés, aussi bien sur la stratégie syndicale à adopter que sur les questions pédagogiques ou historiographiques soulevées par ces réformes. En effet, les professeurs se rattachent à des cultures syndicales ou associatives particulières et poursuivent souvent des objectifs opposés. Néanmoins, ces clivages peuvent être comblés, grâce à l'action de syndicalistes soucieux de rechercher des alliés, afin de briser l'isolement dans lequel se trouve leur organisation. Par conséquent, les représentants des professeurs disposent de marges de manœuvre limitées, mais réelles, pour s’opposer aux réformes qu'ils redoutent. / The period is marked by reform projects which have important consequences on the teaching of History. However, history teachers, few in the working population, remain relatively divided as well on the trade-union strategy, as on the teaching or historiographical issues raised by the reforms. Teachers, indeed, are attached to particular trade-union cultures, privileging different goals. However, this trade union rift can be filled by the action of trade unionists, anxious to search allies in order to break the isolation of their organization. Consequently, teacher representatives thus have often only leeway limited, but real, to be opposed to the reforms which they fear.

Actuellement, le secteur des télécommunications est toujours concerné par les questions liées au triptyque de « la régulation (re-régulation), la privatisation et la libéralisation ». Bien que le cadre réglementaire de l'industrie des télécommunications ait radicalement changé depuis les années 80, il reste encore beaucoup à faire, notamment dans les pays en développement. En raison de pressions exercées par les institutions internationales, les pays en développement sont actuellement en train de privatiser leurs opérateurs historiques, de libéraliser leurs secteurs et de créer des institutions indépendantes de régulation. Le cas de la région du Moyen-Orient et Afrique du Nord (MENA) peut être distingué de deux points de vue. Premièrement, les pays de la région MENA sont en retard dans la mise en oeuvre des réformes par rapport aux autres pays en développement. Deuxièmement, la nature institutionnelle, politique et économique de ces pays façonne leurs décisions relatives à l'adoption des réformes. Cette thèse propose d'analyser l'adoption des réformes en tenant compte de la nature institutionnelle, politique et économique des pays de la région MENA. Nous visons également à tester empiriquement l'effet des séquences des réformes sur la performance du secteur. L'impact des restrictions du marché des télécommunications sur la performance des télécoms est également abordé. Enfin, nous étudions le phénomène de substitution fixe-mobile dans la région MENA et ses implications. Nous obtenons des résultats empiriques qui servent à élaborer des pistes de politiques économiques dans le secteur des télécommunications des pays du MENA. / At this stage of development of the telecommunication sector, it is still concemed with issues related with the triptych regulation - re-regulation, privatization and competition. Although the institutional and regulatory framework of the telecommunication industry has changed radically since the 80s, a lot still remains to be done notably in developing countries. Due to pressures from international institutions, developing countries are privatizing their state owned incumbent operators, allowing entry of foreign and domestic operators and establishing separate regulatory institutions, a a way to alleviate the existing poor performance. The case of Middle East and North Africa region (MENA) countries ca be distinguished from two perspectives, first, they were Iate in implementing reforms compared to other groups of developing countries. Second, the institutional, political and economic nature of such countries shapes their decisions regarding the adoption of different reforms. This study aims at discussing the introduction of different telecom reforms depending on the institutional, political and economic specificities per country. We also aim at testing the effect of different reform sequences on the sector performance. The impact oftelecom market restrictions on MENA telecom performance is also addressed. Finally, we study the phenomenon ofFixed-mobile substitution in MENA region and its implications. We reach important empirical results that help to derive useful policy implications in MENA telecom sector.

This dissertation focuses on history of czech teachers, primarily high school teachers. The idea is to originate everything from the basics of history that is traditionally in rythm with political changes. This thesis is focused on deeper understanding of transformation of czech education, changes and developpement of one multilayered professional status or in the end a change of czech society in the first half of the 20th century. The time period between 1945 and 1955 is well known for its political, bussines and economic transitions. The main focus of this disertation is to show from the history of teachers which they are related to the teaching laws, the big modification that has happened at the time period. Concrete examples are presented in a detailed developpements which are different between inland and borderline gymnasiums and the way the teaching is conducted. This disertation offers complete picture of this topic, that is until now processed only in ideologically orientated publications. KEY WORDS decline, elite, high school teachers, school reforms, school laws, history of teachers