O Holocausto como Tema nos Livros Didáticos Brasileiros. Realidades e alternativas, orienta-se, em sua totalidade, para dois momentos: o da análise e o da proposta. No primeiro momento, o da análise, o estudo buscou definir, em primeiro lugar, de que maneira os livros didáticos abordam o tema, principalmente no que se refere ao protagonismo dos judeus como alvo de um genocídio sem precedentes na história da humanidade. Ao mesmo tempo, a atenção concentrou-se na presença de elementos que, muitas vezes, com o intuito de descomplicar, facilitar ou popularizar o ensino do Holocausto, resultam em sua banalização. Por último, a análise apontou a verificar a existência de elementos de instrumentalização no contexto do discurso do antissemitismo contemporâneo ou antissionismo. No segundo momento, o da proposta, apresentamos um projeto-piloto para o desenvolvimento de materiais através dos quais a história do Holocausto é contada com base no testemunho de um sobrevivente radicado no Brasil. Para tal fim, utilizamos entrevistas feitas no âmbito do Projeto Vozes do Holocausto, do Núcleo de Estudos Arqshoah/LEER/USP. Com base nos testemunhos, buscamos estabelecer a simbiose com fatos, documentos, personagens e lugares históricos. Dessa maneira, aos dizeres das testemunhas, enlaçaram-se os saberes da historiografia de modo a estabelecer um diálogo que tenta devolver às vozes dos sobreviventes ao menos parte do protagonismo que, como pudemos detectar na fase de análise, encontra-se ausente nos livros didáticos. / The Holocaust as a Theme in Brazilian Textbooks. Realities and Alternatives, is oriented towards two moments in the realm of Holocaust education: an analysis and a proposal. The analysis seeks to determine, first, how the theme is approached in Brazilian schoolbooks, especially in terms of the role attributed to Jews as targets of an unprecedented genocide in the history of humanity. At the same time, another aspect was taken into account. It relates to a practice, common among educators, that, although aimed at untangling, facilitating or even popularizing the teaching of the Holocaust, holds at its core the seeds for a potential banalization. Finally, we focused on trying to detect if the texts, in some way, instrumentalize the discourse in order to fit certain ideologically-charged narratives that could be linked to the context of contemporary antisemitism or antizionism. The second moment in this dissertation - the proposal - constitutes in fact a pilot project that approaches the history of the Holocaust through the voice of a survivor. For that purpose, we worked with witnesses living in Brazil interviewed by the researchers of the Projeto Vozes do Holocausto (Voices of the Holocaust Project, LEER/Arqshoah/USP). Based on those testimonies, we sought to establish a symbiosis with facts, documents, characters and historical places connecting the saying of the witnesses to the knowing of historiography in an attempt to establish a dialogue that gives back to the survivors voice its central role.

"April 2004" / Bibliography: leaves 284-295. / viii, 295 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This thesis discusses the work of the author Lily Brett, both in terms of the themes explored in her writing, and the political and historical contexts. The interrelationships between history, memory, identity and literature are explored in order to explain both the themes of Brett's writing, and how this writing is shaped by, and shapes, contemporary discourses on Jewish identity and the Holocaust. / Thesis (Ph.D.)--University of Adelaide, School of Social Sciences, Discipline of Gender Studies, 2004

Not available / text

This dissertation examines the problem of coming to terms with the past in post-World War II Germany in the wake of the Holocaust by examining the philosophical critiques of Theodor Adorno and Eric Voegelin. It then extends these critiques into the ongoing discussion of post-Holocaust philosophy and theology, while introducing the speculative philosophy of Alfred North Whitehead as a helpful and appropriate means for continuing metaphysical reflection and perceiving the influence of the past upon the present and future in post-Holocaust discourse. This dissertation suggests, alongside Adorno and Voegelin, that finally coming to terms with the past proves much more dangerous than helpful. Instead, the focus should remain on remembering and reflecting critically upon the deleterious past of the Holocaust in order to avoid forgetfulness or effacement of the past. Whitehead's philosophy provides a metaphysical means for considering how the past remains with us in the present and into the future. Out of this injunction to remember comes a theology of remembrance, which draws heavily from Walter Benjamin's writing on weak messianism and inverse theology. The final focus of the dissertation is the development of a Christian theology of remembrance that requires Christians to rethink theology in light of the Holocaust.

Holocaust monuments are often catalysts in the ‘nationalization’ of the Holocaust – the process by which Holocaust memory is shaped by its national milieu. Between 2009 and 2011, the Parliament of Canada debated a bill which set out the guidelines for the establishment of a National Holocaust Monument (NHM), which ultimately became a federal Act of Parliament in early 2011. I examine the discourse generated by this bill to understand how the memory of the Holocaust is being integrated into the Canadian identity, and argue that the debate surrounding the NHM has been instrumental in the ‘Canadianisation’ of the Holocaust. I summarise my findings by placing them into dialogue with other national memories of the Holocaust, and identify three distinct features of Holocaust memory in Canada: a centrifugal trajectory originating in the Jewish community, a particular-universal tension rooted in multiculturalism, and a multifaceted memory comprising several conflicting – though not competing – narratives. Monuments de l’Holocauste sont souvent des catalyseurs de la «nationalisation» de l'Holocauste – le processus par lequel mémoire de l'Holocauste est formé par son milieu national. Entre 2009 et 2011, le Parlement du Canada a débattre un projet de loi qui crée les lignes directrices pour la mise en place d'un Monument national de l'Holocauste (MNH), qui est finalement devenu une loi fédérale du Parlement au début de 2011. J'examine le discours généré par ce projet de loi pour comprendre comment la mémoire de l'Holocauste est intégrée dans l'identité canadienne, et soutien que le débat entourant le MNH a joué un rôle déterminant dans la «canadianisation» de l'Holocauste. Je résume mes conclusions en les plaçant dans le dialogue avec d'autres mémoires nationales de l'Holocauste, et d'identifier trois caractéristiques distinctes de mémoire de l'Holocauste au Canada: une trajectoire centrifuge d’origine dans la communauté juive, une tension particulière-universelle enracinée dans le multiculturalisme, et une mémoire à multiples facettes comprenant plusieurs récits contradictories – mais pas compétitifs.

Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, Discipline of Gender Studies, 2004? / Bibliography: leaves 284-295.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Includes bibliographical references (p. 259-268). Also available via the World Wide Web.

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1990. / Vita. Includes bibliographical references (leaves 81-84).

Thesis (doctoral)--Universität, Hamburg. / Includes bibliographical references (p. [277]-301).

Thesis (Ph.D.)--York University, 2008. Graduate Programme in Social and Political Thought. / Typescript. Includes bibliographical references (leaves 288-304). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51767