Tendo como pressuposto o papel ativo das classes populares em sua própria educação, a presente tese procurou compreender e explicitar as experiências educacionais destes sujeitosna corte/capital federal e província/estado do Rio de Janeiro na segunda metade do século XIX e primeiros anos do século XX. Tais experiências foram apreendidas em três acontecimentos históricos: nas associações de trabalhadores, na imprensa operária e nas lutas por escolarização levadas a cabo por chefes de família e pais de família nas freguesias suburbanas e rurais da corte e da província do Rio de Janeiro. Nesses espaços pudemos identificar o que chamamos do educar-se das classes populares oitocentistas e suas representações de educação. A análise de estatutos e relatórios das associações de trabalhadores, pareceres do Conselho de Estado do Império recomendando a aprovação ou recusa desses estatutos, dos jornais produzidos por trabalhadores e dos abaixo-assinados pedindo ao Estado Imperial a abertura ou reabertura de escolas, permitiu-nos afirmar a importância das lutas das classes populares, desde pelo menos a segunda metade do século XIX na transformação dostatus da educação oferecida ao povo de dádiva a direito. / The main objective of this thesis was to enumerate and make a comprehensive analyzes of the educational experiences of the popular classes in the court/federal capital and province/state of Rio de Janeiro during the second half of the nineteenth-century and the first years of the twentieth-century assuming the active role of the popular classes in their own education. Such experiences were learned from three historical events: the workers associations; the workers press; and the movements for education leaded by householders in the suburban and rural parish of the court and the province of Rio de Janeiro. In these groups we were able to identify what we have called auto-education of the popular classes of the nineteenth-century and its educational representations. Analyzes of the statutes and reports from the workers associations and the resolutions from the imperial Council recommending or not its approval, the newspapers produced by workers and the petitions demanding from the imperial state the opening and reopening of schools allowed us to reaffirm the importance of the struggles of the popular classes, since at least the second half of the nineteenth-century, to transform the status of the education offered to the popular classes from a gift to a right.

Tendo como pressuposto o papel ativo das classes populares em sua própria educação, a presente tese procurou compreender e explicitar as experiências educacionais destes sujeitosna corte/capital federal e província/estado do Rio de Janeiro na segunda metade do século XIX e primeiros anos do século XX. Tais experiências foram apreendidas em três acontecimentos históricos: nas associações de trabalhadores, na imprensa operária e nas lutas por escolarização levadas a cabo por chefes de família e pais de família nas freguesias suburbanas e rurais da corte e da província do Rio de Janeiro. Nesses espaços pudemos identificar o que chamamos do educar-se das classes populares oitocentistas e suas representações de educação. A análise de estatutos e relatórios das associações de trabalhadores, pareceres do Conselho de Estado do Império recomendando a aprovação ou recusa desses estatutos, dos jornais produzidos por trabalhadores e dos abaixo-assinados pedindo ao Estado Imperial a abertura ou reabertura de escolas, permitiu-nos afirmar a importância das lutas das classes populares, desde pelo menos a segunda metade do século XIX na transformação dostatus da educação oferecida ao povo de dádiva a direito. / The main objective of this thesis was to enumerate and make a comprehensive analyzes of the educational experiences of the popular classes in the court/federal capital and province/state of Rio de Janeiro during the second half of the nineteenth-century and the first years of the twentieth-century assuming the active role of the popular classes in their own education. Such experiences were learned from three historical events: the workers associations; the workers press; and the movements for education leaded by householders in the suburban and rural parish of the court and the province of Rio de Janeiro. In these groups we were able to identify what we have called auto-education of the popular classes of the nineteenth-century and its educational representations. Analyzes of the statutes and reports from the workers associations and the resolutions from the imperial Council recommending or not its approval, the newspapers produced by workers and the petitions demanding from the imperial state the opening and reopening of schools allowed us to reaffirm the importance of the struggles of the popular classes, since at least the second half of the nineteenth-century, to transform the status of the education offered to the popular classes from a gift to a right.

Magister Philosophiae - MPhil / Over the past few years, there has been a noticeable increase of cases that the Commission for Conciliation, Mediation and Arbitration (CCMA) has dealt with relating to dismissal for social media posts by employees. Employees have shared some of their unpleasant experiences with their employers, some have expressed their grievances and in other situations have posted on social media platforms how unfairly they feel they are treated by their employers. There is very little scholarly research in South Africa on the discussion on the use of social media and how it affects the employment relationship that exists between the employer and employee as well as how it may affect the relationship that exists between colleagues. The main objective of this research is to establish whether there is a fair reason to dismiss an employee based on what they post on their personal social media platforms, and to understand when and how the right to privacy can be limited. The aim of this research is to find whether there are any shortcomings in the South African labour laws that social media has opened in our laws with regards to the employment relationship and the use of social media, if there are any shortcomings will recommend how the said shortcomings can be addressed.

LIMA, Ana Cristina Pereira. Obreiros pacíficos: o Círculo de Operários e Trabalhadores Católicos São José (Fortaleza, 1915 - 1931). 2009. 198 f. Dissertação (Mestrado em História) - Universidade Federal do Ceará, Departamento de História, Programa de Pós-Graduação em História Social, Fortaleza-ce, 2009. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-06-19T16:43:17Z No. of bitstreams: 1 2009_Dis_ACPLima.pdf: 1246009 bytes, checksum: ea2543efc9d2641e9118b626af40fd29 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-25T12:37:16Z (GMT) No. of bitstreams: 1 2009_Dis_ACPLima.pdf: 1246009 bytes, checksum: ea2543efc9d2641e9118b626af40fd29 (MD5) / Made available in DSpace on 2012-06-25T12:37:16Z (GMT). No. of bitstreams: 1 2009_Dis_ACPLima.pdf: 1246009 bytes, checksum: ea2543efc9d2641e9118b626af40fd29 (MD5) Previous issue date: 2009 / We analyze the performance of the Círculo de Operários e Trabalhadores Católicos São José, in Fortaleza (CE) from 1915 to 1931. It was considered aspects of worker associations, the reach of the Catholic Church and the heterogeneity of worker class in the city. Thus, we decided to study the various experiences of workers in this period, which involves association possibilities, rights, education, leisure, usage and routes within the city. We understood the Círculo Operário as a collective subject effectively participating in the workers’ association of Fortaleza during the First Republic. / Analisamos a atuação do Círculo de Operários e Trabalhadores Católicos São José em Fortaleza (CE) entre 1915 e 1931. Foram considerados aspectos do associativismo operário, a aproximação da Igreja do mundo do trabalho e a heterogeneidade da classe operária na cidade. Para tanto, propomos-nos a estudar as experiências diversas dos trabalhadores neste período, que envolvem possibilidades associativas, direitos, educação, lazer, usos e trajetos dentro da cidade. Entendemos o Círculo Operário como sujeito coletivo participando efetivamente do movimento operário de Fortaleza durante a Primeira República.