Este trabalho teve como objetivo levantar as práticas escolares realizadas na Escola Moderna nº1, aberta no ano de 1912 por um grupo de militantes anarquistas que visavam à organização de uma escola que seguisse os preceitos da educação racionalista. Gradativamente firmando-se como escola profissionalizante, alterando seu nome até chegar, em 1924, à denominação de Academia de Comércio Saldanha Marinho. O período compreendido por esta dissertação abrange os anos de 1912 até 1931, ano da Reforma do Ensino Comercial realizada pelo governo federal. O levantamento de dados foi realizado no Acervo João Penteado Centro de Memória da Educação da Faculdade de Educação da USP, onde se localizam os documentos dessa experiência escolar. A pesquisa realizada em especial nos jornais escolares produzidos pelos professores e alunos da instituição, possibilitou o entendimento das práticas que se realizaram na escola, em especial nos cursos profissionalizantes. O levantamento de tais práticas, tanto no que se refere às atividades, como aos discursos que circulavam no ambiente escolar, permitiu uma caracterização dos cursos de formação profissional, evidenciando as várias estratégias de que a escola se utilizou para lançar mão do discurso educacional dominante, ao mesmo tempo em que preservava características da educação racionalista. / The aim of this work was to raise the practices held at Escola Moderna nº1 created in 1912 by a group of anarchists who intended to organize a school that followed the precepts of rationalist education. Gradually established as a professional school, had its name changed several times until 1924, finally denominated as Academia de Comércio Saldanha Marinho. The period comprehended in this dissertation covers the years - 1912 through 1931, year of the Commercial Educations reform undertaken by the federal government. The Data gathering took place at the Acervo João Penteado Centro de Memória da Educação da Faculdade de Educação da USP, where this school experience papers are stored. The research, especially based on the school journal produced by teachers and students of the institution, allowed the understanding of the practices that took place in the school, especially in the professional courses. The survey of such practices, activities and discourses that circulated in the school environment enabled a characterization of professional training courses, revealing several schools strategies to use the dominant educational speech while preserving the characteristics of rationalist education.

As crianças são as verdadeiras anarquistas”? Que peso tem uma “verdade” sobre as crianças? Para ilustrar essa dissertação, questionamos uma “verdade” pichada em um muro. Porque as verdades sobre as crianças estão em todos os lugares, nós, adultos, as escrevemos, as pichamos, as pintamos em todos os lugares. Essas “verdades” estão em livros, em manuais de científicos, em enciclopédias pediátricas, nos currículos e até nas representações artísticas sobre as crianças e sobre as infâncias. Fundamentada nas concepções decolonialistas sobre a infância e as crianças, esta dissertação faz um resgate teórico do pós-colonialismo e da decolonialidade latino-americana, em especial, das produções acerca dos Estudos da Infância e educação das crianças pequenas. Problematizando também uma discussão metodológica a partir das contribuições anarquistas. Apresento possibilidades e limites para discutir (outras) infâncias pelo anarquismo, pela América Latina, pelos territórios (de)colonizados, pela desescolarização, em consonância com os estudos pós-coloniais e decoloniais. / “Are children the real anarchists?” What weight has a "truth" on children? To illustrate this dissertation, we question a "truth" graffitied in a wall. Because truths about children are everywhere, we, adults, write them, graffiti them, paint them everywhere. These "truths" are in books, in scientific manuals, in pediatric encyclopedias, in curriculum, and even in artistic representations about children and childhood. Based on decolonialist conceptions about childhood and children, this dissertation makes a theoretical rescue from postcolonialism and Latin American decoloniality, especially from the contributions on Childhood Studies and early childhood education. Also problematizing a methodological discussion from the anarchist contributions. I present possibilities and limits to discuss (other) childhoods through anarchism, Latin America, colonized territories, unschooling, in line with postcolonial and decolonial studies.

Ao o traçar o contexto de implementação das escolas libertárias em São Paulo, na primeira década do século XX, este estudo insere a trajetória do educador anarquista João Penteado nos domínios da história da educação brasileira. Este educador foi responsável pelo funcionamento da Escola Moderna n.º1, criada em 1912, como escola modelo, por um grupo de livre pensadores, anarquistas e anticlericais interessados em estabelecer uma forma escolar distinta daquelas dominantes, nesse período, como as estatais e confessionais, tendo como alvo privilegiado os meios populares. Esta escola, como muitas outras escolas libertárias, foi inspirada na experiência do educador catalão Francisco Ferrer y Guardia, que criou e fundou Escola Moderna de Barcelona, em 1901. A trajetória social de João Penteado, apreendida pela pesquisa historiográfica em fontes documentais primárias, é marcada por práticas culturais e educativas profundamente arraigadas ao ideário libertário, tornando-se perceptível em seu pensamento a constância desta concepção de mundo ao longo dos anos. A sua trajetória anarquista é aqui esboçada por meio de uma breve biografia e de uma antologia com os textos inéditos produzidos durante sua vida. Colocar em evidência alguns dos fundamentos desta perspectiva pedagógica com base em antecedentes históricos do campo educacional brasileiro acrescenta novos elementos na discussão sobre a forma escolar. Assim, o sentido e a função social da escola contemporânea podem ser questionados e refletidos por uma visão transformadora das relações humanas. / With the accomplishment of the libertarians schools in Sao Paulo, in the first decade of the twentieth century, this study insert the trajectory of anarchist educator João Penteado in the in the history of Brazilian education.. This educator was the responsible of the operation of Modern School No 1, created in 1912, as a model school, by a group of free thinkers, anarchists and anticlericais interested in the establishing a school separate from those prevailing at that time as the state and religious, with the target privileged means popular.This school, like many others libertarians schools, was inspired by the experience of the Catalan educator Francisco Ferrer y Guardia, who created and founded a Modern School in Barcelona, in 1901. The social trajectory of Penteado, seized in the search historiographic documentary primary sources, is marked by cultural and educational practices deeply rooted in libertarian ideals, becoming visible in his thought the consistency of design of the world over the years. To highlight some of the reasons of this educational perspective with bases on historical antecedents of the brazilian educational field adds new elements in the discussion on shape school. Thus, the meaning and social function of contemporary school may be asked - and reflected by a revolutionary vision of human relations.

A dissertação observa as práticas libertárias de educação das Escolas Modernas de Barcelona e São Paulo, entre as duas primeiras décadas do século XX, num contexto em que a proposta de comunismo libertário direcionou a instrução popular como um de seus principais instrumentos de ação direta. O objetivo da pesquisa é situar as apropriações e usos dos diversos lugares de suas práticas educativas de maneira a reconhecer o discurso que manifestavam sobre a constituição urbana das cidades. Para tanto, o trabalho identifica características, pressupostos e atitudes sobre a espacialidade presente no estabelecimento de seus edifícios, bem como nos lugares pelos quais as saídas escolares se conformaram como instrumentos de aprendizado. Apesar da mesma raiz ideológica, a experiência educativa de São Paulo, por seu contexto particular, estruturou suas práticas com autonomia em relação à Escola de Barcelona, fato que determinou a elaboração de estruturas analíticas distintas para a abordagem dos programas daqui e dali. / This thesis looks at the practices of libertarian education of Modern Schools of Barcelona and São Paulo, between the first two decades of the twentieth century, in a context where the proposed libertarian communism directed the popular education as one of its main instruments of direct action. The objective of the research is to situate the appropriations and uses of various places of their educational practices in order to recognize the speech that manifested on the constitution of urban cities. Therefore, the work identifies characteristics, attitudes and assumptions about the spatiality present in the establishment of its buildings as well as in the places through which the outputs conformed school as learning tools. Despite the same ideological roots, the educational experience of São Paulo, for its particular context, structured practices with autonomy from the School of Barcelona, a fact which led to the development of analytical frameworks for addressing the different programs here and there.

Neste trabalho, analisamos a adjetivação em 10 cartas de leitores que foram publicadas no periódico anarquista La Battaglia, escrito em língua italiana e que circulou em São Paulo de 1904 a 1913. O jornal referido é uma fonte de notável relevância para estudos de imigração, anarquismo e língua italiana, pois era escrito por imigrantes italianos e evidenciava as posições políticas de um grupo, os anarquistas. Para alcançar nossos objetivos, inicialmente realizamos uma pesquisa em todos os exemplares do jornal La Battaglia, que constam em papel, microficha e microfilme, no Arquivo Edgard Leuenroth (AEL), na Universidade Estadual de Campinas. Posteriormente selecionamos 10 cartas publicadas nos anos de 1906 a 1912. Escolhemos analisar o gênero textual carta do leitor por ser diferente dos outros gêneros publicados no jornal, e sendo escrito por leitores, é rico em adjetivação, revelando grande subjetividade. Transcrevemos as cartas a fim de facilitar a leitura, e a partir dessa transcrição, realizamos a análise. Em cada carta fizemos um levantamento dos adjetivos qualificativos e analisamos: a formação dos adjetivos considerando os processos morfológicos, sintáticos e semânticos envolvidos, os prefixos e os sufixos dos adjetivos derivados, a função e a posição dos adjetivos nas frases e os efeitos de objetividade e subjetividade que eles exercem no texto. Com os dados obtidos, entre outros aspectos importantes, foi possível expor a predominância dos adjetivos derivados, a importância da sufixação para a formação de adjetivos e a significativa presença da subjetividade nas cartas. / This is a work in which the adjectivation containing in 10 readers letters published in La Battaglia an anarchist periodical written in Italian language and that was read in São Paulo from 1904 up to 1913 were analysed. Due to the fact that is was written by Italian immigrants with different political points of view, the anarchists, the journal is a source of remarkable importance for immigration and Italian language studies. For us to achieve our goals a research was made involving all samples of La Battaglia journal, in paper, microindex and microfilm located in Edgard Leuenroth (AEL) Files, at University of Campinas. Afterwards 10 letters published from 1906 to 1912 were selected. The kind of text closen to be analysed was the one written by the reader for the fast of being rich in adjectivation, reavealing a lot of subjectivity. It is quite different from the texts published by the journals. The letters were trancripted so as te make the reading easier and from this transcription on, analyses were accomplished. A survey and analysis of qualifying adjectives was performed in each letter. The points analysed were: the forming of adjectives considering morphological, syntactic, and semantic processes involved, the prefixes and suffixes of derivative adjectives in the sentences, your function and position, as well as the objectivity and subjectivity they exert in a text. Through the data basis obtained, among other important aspects, it was possible to expose the predominance of derivative adjectives, along with suffixes for adjectives formation and the significant subjectivity contained in letters.

Max Stirner has historically been charged with nihilism, narcissism, and nominalism. Yet there exists another Stirner—a Stirner attentive and responsive to the intricate uncertainty of existence. I argue that we can find in his destructive an-archism a spirited celebration of creativity and experimentation; in his wild anti-humanism, a gentle sympathy for the human life; in his aggressive atheism, an unwavering clemency for the heathen. Stirner’s vagabond ontology, egoist ethics, and insurrectionary politics culminate in a singular, joyful affirmation: there are other ways of being.

This thesis will examine the collective identity of the English Defence League by utilising Ernesto Laclau’s theory of populism. The empirical research contained within this study was gained via an ethnographic investigation of the EDL which included eighteen months of observations at demonstrations and twenty six narrative interviews conducted with a small group of EDL members. The study will utilise concepts that have been developed by Laclau in order to present a theoretical understanding of the way in which the EDL constructs its collective identity. By examining the role of demands and dislocation, equivalence and antagonism and the empty signifier in constructing the EDL’s identity this work will shed new light on how the EDL emerged and the way in which it developed as a populist social movement.

This thesis explores the tensions present in left-wing projects of renewal in the 1970s and 1980s by examining the activism of one city; Sheffield. It finds that behind the 'Socialist Republic of South Yorkshire' lay a more complex set of relationships between activists from different movements, strands of activism, and local government. It sets out Sheffield City Council's attempt at a new left-wing politics, its form of 'local socialism,' and explores how the city's wider activism of trade unionism, women's groups, peace, environmentalism, anti-apartheid, anti-racism, and lesbian and gay politics was embraced, supported, restricted or ignored by the local authority. Despite deindustrialisation and contemporary discussions of the decline of class politics, there was a persistence of class and a dominance of the labour movement in Sheffield. Unsurprisingly archival evidence, oral histories, and photographs point to tensions between class and identity politics. Yet, the focus of this thesis on how a number of new social movements and identity-based groups operated in one place, and its detailed analysis of the sites, methods, and relationships of activism has revealed the extent to which tensions existed, not only between class and identity, but between the different subjectivities represented in new social movements and identity politics. In this way, Sheffield's activism sheds light on the wider British left, showing the resilience of class-based politics and how popular notions of renewal were limited by conventions of solidarity.

This dissertation challenges the view that Lev Kamenev lacked a clear socialist vision and had no discernible objectives. It contends that Kamenev had an ideological line and political goals shaped by Ferdinand Lassalle. Kamenev adopted Lassalle’s desire for a democratic socialist republic and his method to achieve end aims. Through dialogical discourse Kamenev aimed to gain allies by overcoming differences by focusing on points of agreement. This was his ‘Bolshevik Centrism’. Ideologically, Kamenev absorbed Lassalle’s concept of the ‘Fourth Estate’, which mandated proletarian culture first predominate in society before revolution could occur. This helps explain his opposition to revolution in 1905 and 1917, and sheds light on his assessment in the early 1920s that the Bolsheviks had not founded the ‘dictatorship of the proletariat’, but the ‘dictatorship of the party’. In trying to overcome this reality he adapted Lassalle’s vision for an all-encompassing selfless state and endeavoured to merge the party, the state, and the masses into one. His aspiration to win over peasants and workers placed him in a centrist position, whereby he used his authority to challenge Trotsky and Bukharin’s leftist and rightist policies. However, under the one-party dictatorship his actions directly contributed to the rise of Stalin.

This dissertation examines the lives and experiences of former political violent activists in Portugal, who acted in three distinct periods surrounding the Carnation Revolution of April 25th (1974), which overthrew Estado Novo’s dictatorship and established democracy: a pre-revolution period (1964-1974), a counter-revolution period (1975-1976) and a post-revolution period (1980-1987). This research aims to explore the dynamics of engagement with, life within, and disengagement from, a political violent organisation from the point of view of the actors of the violence themselves, whose voices are traditionally silenced. This study is theoretically framed by the research produced by Critical Terrorism Studies’ scholars and underpinned by narrative inquiry as the paradigm that guides the entire research process. This is, thus, the first in-depth qualitative investigation of the phenomenon in Portugal, which employed life history interviews to collect first-hand accounts about their subjective experiences, meanings and perspectives. The findings suggest that there are robust connections between the stories people tell about their lives and the social, cultural, political, historical and human contexts that frame these same stories. The showcase of the empirical, theoretical and methodological implications of the research concludes this thesis, emphasizing what this study adds to knowledge in the field of political violence.