L’objectif de notre recherche est de préciser comment la conception novatrice de la science politique développée par Jean Bodin (1529/30-1596) dans sa Methodus ad facilem historiarum cognitionem(1566 ; 1572) s’inscrit dans le cadre d’un programme humaniste de restauration juridique de la «science civile». Pour cela, nous dégageons une ligne de réflexions sur cette «science» dans les œuvres de deux de ses prédécesseurs, Guillaume Budé et François Connan, qui la développent, à l’adresse des gens de justice, en élaborant un dispositif théorique, la «méthode», destiné à unifier la théorie juridique avec la connaissance pratique. Ces réflexions les amènent à ériger un nouveau paradigme du jusnaturalisme et à rétablir le droit tout entier sur la base de la droite raison, voire sur la base de la communauté de droit dominée par la seule raison: la civitas universa. Nous montrons que lorsque cette communauté est identifiée à la société mondiale de son temps, censée être régie par le ius gentiumqui incarne la raison, Bodin confère à la «science civile» un caractère politique. Le paradigme du jusnaturalisme le conduit à envisager le passage d’un état sauvage à la société humaine juridique (la communauté de droit), mais c’est la fameuse théorie de la souveraineté (summum imperium) qui permet aux magistrats des parlements d’opérer ce passage, en définissant leur pouvoir coercitif. Nous avançons que la science politique se concrétise dans la «méthode» de lecture de l’histoire et qu’elle détermine, au-delà des limites du droit, le rôle du gouvernement de la «République» comme ce qui réalise la société politique, c’est-à-dire la civitas universa régie par le ius gentium. / Our research aims to examine how the innovative conception of “political science”, developed by Jean Bodin (1529/30-1596) in his Methodus ad facilem historiarum cognitionem (1566; 1572), falls within the scope of a humanist program which restores legal science in the name of scientia civilis. We therefore propose to investigate the line of thoughts which regard the scientia civilisin the works oftwo of his predecessors, Guillaume Budé and François Connan, who develop this “science” for the sake of magistrates-judges of the Parlements by devising a “method” which intends to unify legal theory with practical knowledge. Their considerations lead them to establish a new paradigm of jusnaturalism and to re-establish, in modern times, the very notion of law on the basis of right reason, id est, on the basis of a community of laws dominated only by reason: civitas universa. We bring light to the fact that, when this community is identified with the international society of his time, supposedly ruled by the ius gentiumwhich incarnates reason, Bodin bestows upon his scientia civilis a political character. If the jusnaturalist paradigm allows him to assume the transition from a barbarous state to ahuman society, it is his famous theory of sovereignty (summum imperium) that,by defining the coercive power delegated tothe magistrates of Parlements, allowsthem to realize this transition. We propose that his “method” of reading the history enables him to materialize the political science, which determines, beyond the limits of legal science, the role thegovernment plays in realizing the human society, or in other words, the new civitas universa, governed by the ius gentium.

Esta tese pretende apresentar uma contribuição aos estudos em educação e, mais especificamente, para a formação de professores em serviço, por meio de um debate sobre as condições de criar e inventar, para além da reprodução de modelos. Essa discussão que, via de regra, já vem acontecendo há mais tempo, tem defendido a invenção do novo como ruptura dos modos dominantes de pensar e aprender que tendem a cópia e a reprodução. Já a tese explorou as possibilidades de invenção, dando-se na coexistência com os modelos instalados e vigentes de pensar e aprender, sem ruptura anunciada ou como pressuposto de partida, mas por interversões que desviam as linhas instituídas como rotinas e hábitos nos modos de ensinar e aprender em sala de aula. A problematização inicial é de natureza filosófica, mas a ciência, atualmente contagiada e desafiada nessa direção, permitiu que esse estudo se aproximasse do tênue e intenso fio que faz comunicar esses dois planos: o filosófico e o científico. As linhas de tensionamento para pensar a invenção em educação, e mais especificamente a invenção na sala de aula e na formação de professores, foram estudadas, para esta tese, a partir das produções filosóficas de Bergson, Deleuze e Guattari, e científicas com Prigogine. Essas linhas apresentam- -se, num sentido, como tendência a produzir um observador externo, explicador do mundo, sendo arrastado pelos contextos práticos e utilitários da vida cotidiana, podendo ser denominadas de tendência ao desenvolvimento. Em outro sentido, coexistente ao primeiro, as linhas em tensão apresentam-se em curva, fazendo da resistência uma tendência ao envolvimento, que, pelo contágio de si, e pela implicação, permitiria ultrapassar e inverter as tendências explicativas. As condições de produção desta tese, ENTRE essas duas linhas, são dadas pelo vínculo com um grupo de pesquisa em desenvolvimento no Laboratório de Estudos em Linguagem, Interação e Cognição - LELIC - da Faculdade de Educação da UFRGS, com o Projeto Civitas e pelos grupos de estudos com os professores em formação. Desse agenciamento "LELIC-Civitas-professores", que é o meio, o entrelinhas, entre-tempo, emerge um campo de experimentação e problematização das ideias e do pensamento. Assim, a tese explorou tanto a "invenção das condições de invenção" de um pesquisador, de uma sala de aula, de um professor, de um grupo, de uma rede, como as inversões que se produzem nas linhas que tendem a desviar, das mudanças contínuas e em devir, próprias da duração dessa invenção. O estudo das inversões passou por uma discussão sobre modos de simular e de pensar e prosseguiu nos capítulos finais da tese com a exploração do plano do conceito de interveRsão e dos diagramas de interveRsões. / This thesis intended to make a contribution to studies in education and more specifically to educate teachers in service, through a debate on how to create and invent, beyond the reproduction of models. This discussion, which as a rule has been going on, supports inventing new thoughts and rupturing with dominant modes of thinking and learning, which have a tendency to copy and to reproduce. This thesis, on the other hand, explored the possibilities for invention, which happens in coexistence with the traditional and current models to think and learn, without a rupture as such, but with inversions that deviate from the lines established as routines and habits and modes of teaching and learning in the classroom. The initial questioning is philosophical in nature, but science, currently infected and challenged in this direction, enabled this study to approach the delicate and heavy thread communicating the philosophical to the scientific level. The lines of tension to think the invention in education and more specifically the invention in the classroom and in teacher education were studied for this thesis from the philosophical productions of Bergson, Deleuze and Guattari, and the scientific productions of Prigogine. These lines present themselves in one sense as a tendency to make an outside observer, explainer of the world, drawn by the utilities and practical contexts of everyday life that can be called a trend towards development; in another sense, alongside the first one, tension lines present as curved lines that turn resistance into a trend to involvement that through contagion of self, and by implication, would help to overcome and reverse the explanatory trends. The conditions for the production of this thesis between these two lines are given by a link to a research group under development at the Laboratory for Studies in Language, Interaction and Cognition - LELIC, Faculty of Education at the UFRGS with the Civitas Project and groups of studies with teachers under education. From this agency 'LELIC-Civitas-teachers', which is the milieu, the intertwining agent, the time between, emerges a field of experimentation and questioning of ideas and thought. Therefore, this thesis explored both the 'invention of the conditions for invention' of a researcher, of a classroom, of a teacher, of a group, of a network, and the inversions that occur in those lines that tend to deviate from continuous changes and to become, throughout the duration of the invention. The study of inversions has gone through a discussion of ways to simulate and to think and continued in the final chapters of the thesis with the construction of the concept of interveRsion and interveRsion diagrams.

Esta tese pretende apresentar uma contribuição aos estudos em educação e, mais especificamente, para a formação de professores em serviço, por meio de um debate sobre as condições de criar e inventar, para além da reprodução de modelos. Essa discussão que, via de regra, já vem acontecendo há mais tempo, tem defendido a invenção do novo como ruptura dos modos dominantes de pensar e aprender que tendem a cópia e a reprodução. Já a tese explorou as possibilidades de invenção, dando-se na coexistência com os modelos instalados e vigentes de pensar e aprender, sem ruptura anunciada ou como pressuposto de partida, mas por interversões que desviam as linhas instituídas como rotinas e hábitos nos modos de ensinar e aprender em sala de aula. A problematização inicial é de natureza filosófica, mas a ciência, atualmente contagiada e desafiada nessa direção, permitiu que esse estudo se aproximasse do tênue e intenso fio que faz comunicar esses dois planos: o filosófico e o científico. As linhas de tensionamento para pensar a invenção em educação, e mais especificamente a invenção na sala de aula e na formação de professores, foram estudadas, para esta tese, a partir das produções filosóficas de Bergson, Deleuze e Guattari, e científicas com Prigogine. Essas linhas apresentam- -se, num sentido, como tendência a produzir um observador externo, explicador do mundo, sendo arrastado pelos contextos práticos e utilitários da vida cotidiana, podendo ser denominadas de tendência ao desenvolvimento. Em outro sentido, coexistente ao primeiro, as linhas em tensão apresentam-se em curva, fazendo da resistência uma tendência ao envolvimento, que, pelo contágio de si, e pela implicação, permitiria ultrapassar e inverter as tendências explicativas. As condições de produção desta tese, ENTRE essas duas linhas, são dadas pelo vínculo com um grupo de pesquisa em desenvolvimento no Laboratório de Estudos em Linguagem, Interação e Cognição - LELIC - da Faculdade de Educação da UFRGS, com o Projeto Civitas e pelos grupos de estudos com os professores em formação. Desse agenciamento "LELIC-Civitas-professores", que é o meio, o entrelinhas, entre-tempo, emerge um campo de experimentação e problematização das ideias e do pensamento. Assim, a tese explorou tanto a "invenção das condições de invenção" de um pesquisador, de uma sala de aula, de um professor, de um grupo, de uma rede, como as inversões que se produzem nas linhas que tendem a desviar, das mudanças contínuas e em devir, próprias da duração dessa invenção. O estudo das inversões passou por uma discussão sobre modos de simular e de pensar e prosseguiu nos capítulos finais da tese com a exploração do plano do conceito de interveRsão e dos diagramas de interveRsões. / This thesis intended to make a contribution to studies in education and more specifically to educate teachers in service, through a debate on how to create and invent, beyond the reproduction of models. This discussion, which as a rule has been going on, supports inventing new thoughts and rupturing with dominant modes of thinking and learning, which have a tendency to copy and to reproduce. This thesis, on the other hand, explored the possibilities for invention, which happens in coexistence with the traditional and current models to think and learn, without a rupture as such, but with inversions that deviate from the lines established as routines and habits and modes of teaching and learning in the classroom. The initial questioning is philosophical in nature, but science, currently infected and challenged in this direction, enabled this study to approach the delicate and heavy thread communicating the philosophical to the scientific level. The lines of tension to think the invention in education and more specifically the invention in the classroom and in teacher education were studied for this thesis from the philosophical productions of Bergson, Deleuze and Guattari, and the scientific productions of Prigogine. These lines present themselves in one sense as a tendency to make an outside observer, explainer of the world, drawn by the utilities and practical contexts of everyday life that can be called a trend towards development; in another sense, alongside the first one, tension lines present as curved lines that turn resistance into a trend to involvement that through contagion of self, and by implication, would help to overcome and reverse the explanatory trends. The conditions for the production of this thesis between these two lines are given by a link to a research group under development at the Laboratory for Studies in Language, Interaction and Cognition - LELIC, Faculty of Education at the UFRGS with the Civitas Project and groups of studies with teachers under education. From this agency 'LELIC-Civitas-teachers', which is the milieu, the intertwining agent, the time between, emerges a field of experimentation and questioning of ideas and thought. Therefore, this thesis explored both the 'invention of the conditions for invention' of a researcher, of a classroom, of a teacher, of a group, of a network, and the inversions that occur in those lines that tend to deviate from continuous changes and to become, throughout the duration of the invention. The study of inversions has gone through a discussion of ways to simulate and to think and continued in the final chapters of the thesis with the construction of the concept of interveRsion and interveRsion diagrams.

Esta tese pretende apresentar uma contribuição aos estudos em educação e, mais especificamente, para a formação de professores em serviço, por meio de um debate sobre as condições de criar e inventar, para além da reprodução de modelos. Essa discussão que, via de regra, já vem acontecendo há mais tempo, tem defendido a invenção do novo como ruptura dos modos dominantes de pensar e aprender que tendem a cópia e a reprodução. Já a tese explorou as possibilidades de invenção, dando-se na coexistência com os modelos instalados e vigentes de pensar e aprender, sem ruptura anunciada ou como pressuposto de partida, mas por interversões que desviam as linhas instituídas como rotinas e hábitos nos modos de ensinar e aprender em sala de aula. A problematização inicial é de natureza filosófica, mas a ciência, atualmente contagiada e desafiada nessa direção, permitiu que esse estudo se aproximasse do tênue e intenso fio que faz comunicar esses dois planos: o filosófico e o científico. As linhas de tensionamento para pensar a invenção em educação, e mais especificamente a invenção na sala de aula e na formação de professores, foram estudadas, para esta tese, a partir das produções filosóficas de Bergson, Deleuze e Guattari, e científicas com Prigogine. Essas linhas apresentam- -se, num sentido, como tendência a produzir um observador externo, explicador do mundo, sendo arrastado pelos contextos práticos e utilitários da vida cotidiana, podendo ser denominadas de tendência ao desenvolvimento. Em outro sentido, coexistente ao primeiro, as linhas em tensão apresentam-se em curva, fazendo da resistência uma tendência ao envolvimento, que, pelo contágio de si, e pela implicação, permitiria ultrapassar e inverter as tendências explicativas. As condições de produção desta tese, ENTRE essas duas linhas, são dadas pelo vínculo com um grupo de pesquisa em desenvolvimento no Laboratório de Estudos em Linguagem, Interação e Cognição - LELIC - da Faculdade de Educação da UFRGS, com o Projeto Civitas e pelos grupos de estudos com os professores em formação. Desse agenciamento "LELIC-Civitas-professores", que é o meio, o entrelinhas, entre-tempo, emerge um campo de experimentação e problematização das ideias e do pensamento. Assim, a tese explorou tanto a "invenção das condições de invenção" de um pesquisador, de uma sala de aula, de um professor, de um grupo, de uma rede, como as inversões que se produzem nas linhas que tendem a desviar, das mudanças contínuas e em devir, próprias da duração dessa invenção. O estudo das inversões passou por uma discussão sobre modos de simular e de pensar e prosseguiu nos capítulos finais da tese com a exploração do plano do conceito de interveRsão e dos diagramas de interveRsões. / This thesis intended to make a contribution to studies in education and more specifically to educate teachers in service, through a debate on how to create and invent, beyond the reproduction of models. This discussion, which as a rule has been going on, supports inventing new thoughts and rupturing with dominant modes of thinking and learning, which have a tendency to copy and to reproduce. This thesis, on the other hand, explored the possibilities for invention, which happens in coexistence with the traditional and current models to think and learn, without a rupture as such, but with inversions that deviate from the lines established as routines and habits and modes of teaching and learning in the classroom. The initial questioning is philosophical in nature, but science, currently infected and challenged in this direction, enabled this study to approach the delicate and heavy thread communicating the philosophical to the scientific level. The lines of tension to think the invention in education and more specifically the invention in the classroom and in teacher education were studied for this thesis from the philosophical productions of Bergson, Deleuze and Guattari, and the scientific productions of Prigogine. These lines present themselves in one sense as a tendency to make an outside observer, explainer of the world, drawn by the utilities and practical contexts of everyday life that can be called a trend towards development; in another sense, alongside the first one, tension lines present as curved lines that turn resistance into a trend to involvement that through contagion of self, and by implication, would help to overcome and reverse the explanatory trends. The conditions for the production of this thesis between these two lines are given by a link to a research group under development at the Laboratory for Studies in Language, Interaction and Cognition - LELIC, Faculty of Education at the UFRGS with the Civitas Project and groups of studies with teachers under education. From this agency 'LELIC-Civitas-teachers', which is the milieu, the intertwining agent, the time between, emerges a field of experimentation and questioning of ideas and thought. Therefore, this thesis explored both the 'invention of the conditions for invention' of a researcher, of a classroom, of a teacher, of a group, of a network, and the inversions that occur in those lines that tend to deviate from continuous changes and to become, throughout the duration of the invention. The study of inversions has gone through a discussion of ways to simulate and to think and continued in the final chapters of the thesis with the construction of the concept of interveRsion and interveRsion diagrams.

Dominant un vaste territoire au nord des Alpes occidentales, les Allobroges ont su profiter de l’essor insufflé par le Pax Romana. Leur cité, Vienne, au coeur de la Narbonnaise, connaît sa période la plus florissante aux deux premiers siècles de notre ère, fondant sa remarquable prospérité sur différentes promotions juridiques et sur une certaine réussite économique. Le peuple allobroge et ses notables prennent le parti d’une latinisation précoce et nouent dès le début du Principat des liens étroits avec Rome, ce qui entraine des mutations culturelles et sociales profondes.Bien que cette cité romanisée et aristocratique nous soit bien connue, la complexité de sa société s’exprime encore aujourd’hui autour de notions telles que l’identité, le rôle ou la fonction. Or, la qualité et la diversité du patrimoine archéologique, les témoignages épigraphiques comme iconographiques parvenus jusqu’à nous peuvent permettre de mieux comprendre la construction identitaire de ce peuple.En effet, Le développement municipal va s’accompagner d’une dimension spirituelle. L’implication des magistrats civils et des institutions religieuses à travers les prêtrises référencées, l’influence des grandes familles, la portée des actes d’évergétisme de citoyens plus ou moins fortunés et la place des femmes dans la ferveur viennoise expliquent notamment le développement et la vitalité du culte impérial, le succès rencontré par les divinités gréco-romaines, l’implantation de religions à Mystères et la pérennité de certaines divinités indigènes.Cette étude propose aux lecteurs de saisir les interactions entre dévots, dédicants et intégration des élites tout au long de cette période pour apporter un éclairage nouveau sur cette société singulière, tout en appréhendant les particularités et la richesse du panthéon viennois / Dominating a north western-Alpes vast territory, the Allobroges have taken advantage of the growth breathed by the Pax Romana. Their civitas, Vienna, in the heart of Narbonne area, knows its bourishing period on the first both centuries, basing its remarkable prosperity on various legal promotions and on a certain economic success. The allobroge people and his notables choose an earlier romanisation and establish narrows links connections with Rome as soon as the start of the Principat which influence deeps cultural and social alterations.Although our good knowledge about this romanised and aristocratic civitas, the complexity of his society still express itself today around notions like identity, role or function. Now, the quality and diversity of the archaeological culture heritage, the epigraphic and iconographic evidences reached until us allow for better understanding the identity structure of this people.So, it's a fact that the municipal growing will be accompanied by a spiritual dimension. The involvement of the civilian magistrates, religious institutions through the referenced priesthood, the influence of the great families, significance of the displayed religious acts of citizen, more or less riched and the place of the women in the viennese fervour, notably explain the development and the vitality of the imperial religion, the success met by the greek-roman divinities, the establishment of religions with mysteries and the permanence of some native divinities.This study proposes to the readers to seize the interactions between devouts persons, dedicaters and integration of the elites during all this period for providing a new lighting on this singular society, grasping the particularities and wealth of the viennese's Pantheon

This thesis examines the ideal of the Anglo-Saxon and Irish ciuitas, c. 500-1050, by considering what Anglo-Saxon and Irish ecclesiastics understood a ciuitas to be, how they used the term in their own writings and what terms were its vernacular equivalent. When looking at early Insular history, there can be no doubt that the locations that were called ciuitates by Anglo-Saxon and Irish ecclesiastics are some of the most important sites in forming a better understanding of the time period. Ciuitates like Armagh, Canterbury, Clonmacnoise, Iona, Kildare, London and Winchester were settlements that attracted large numbers of people, as well as being centres of both secular and religious power. These ecclesiastical centres had a diversity of individuals within their boundaries, from the ecclesiastics of the sacred centre to monastic tenants and various types of visitors. The importance of Anglo-Saxon and Irish ciuitates cannot only be seen in the frequency of the term's use in primary sources, but also in the great extent to which these sites are mentioned in secondary sources on the time period. Although these communities are often used by scholars to prove or disprove different points of history, the term ciuitas has not been examined in a study devoted to the subject. This thesis has been divided into three chapters. Chapter one considers biblical inspiration in the ideal of the ciuitas, chapter two analyzes the Anglo-Saxon ciuitas and word usage, while chapter three reviews the Irish ciuitas and word use. By the end of this study it will become clear what Anglo-Saxon and Irish ecclesiastics thought a ciuitas to be, as well as the different definitions they understood to apply to these sites.

La fin de l'âge du Fer, la conquête et la création de la civitas Tungrorum ont, depuis le XIXe s. fait l'objet d'un grand intérêt historique et produit une abondante littérature. On ne compte plus les tentatives de localisation de l'oppidum des Atuatuques et de la bataille de la Sabis, ni les contributions relatives aux monnaies gauloises de nos régions. Par ailleurs, un grand nombre de sites ont fait l'objet de recherches de terrain, que ce soit dans le cadre de fouilles de programme ou, plus récemment, de chantiers préventifs. Pourtant, jusqu'à aujourd'hui, aucune synthèse basée sur les données archéologiques ne permettait de se faire une idée du mode de vie des populations locales avant la Guerre des Gaules, de replacer plus globalement nos régions dans le cadre culturel et chronologique de la Gaule septentrionale laténienne, ou encore de mesurer l'évolution des populations indigènes au travers de la conquête et de la romanisation.Ce travail vise à combler ces lacunes par une étude approfondie et globale des vestiges matériels appartenant aux phases C et D de la période laténienne et aux premiers horizons gallo-romains, soit une période qui s’étend grosso modo entre le milieu du IIIe s. av. n. è. et la fin du premier quart du Ier s. de n. è. Le cadre géographique a été défini sur base des limites du plus ancien ensemble territorial connu, à savoir la civitas Tungrorum gallo-romaine dont les frontières ont perduré à travers les circonscriptions ecclésiastiques médiévales. Trois objectifs ont été définis :premièrement, il était nécessaire de préciser la chronologie des sites et des objets de la fin de la période laténienne. Deuxièmement, il fallait procéder à une synthèse des données relatives au mobilier et aux occupations, afin de mettre en évidence les territoire occupés, les pratiques régionales, les échanges ainsi que l'évolution des groupes et de leur culture matérielle. Troisièmement, il fallait explorer, sous l’angle de l’archéologie, les problématiques dictées par le contexte historique particulier de notre zone géographique. Les sources littéraires antiques et les historiens contemporains ont suggéré que les populations locales avaient été massivement exterminées lors de la conquête, et que la cité aurait pu être recomposée au départ de populations péri-rhénanes déplacées par le pouvoir romain et de ce qu'il restait des groupes indigène. Ce modèle, ainsi que les propositions de localisation des territoires tribaux laténiens, reposaient principalement sur l’interprétation des textes antiques, et devait impérativement faire l’objet de vérifications attentives par le biais de l’étude des traces matérielles.Ces priorités ont guidé un cheminement progressif à travers les données, ordonnées et rassemblées peu à peu, jusqu’à ce qu’un tableau plus général puisse être esquissé. L’ordre des chapitres reflète celui de la démarche. Le premier chapitre vise à définir le cadre dans lequel s’inscrit le territoire étudié, avec un état des lieux de l’histoire des recherches et un aperçu des contextes géographique, historique et chronologique propres au territoire de la civitas Tungrorum. Le chapitre suivant est dévolu à l’étude approfondie de 50 ensembles de mobilier provenant d’une série de 17 occupations laténiennes et gallo-romaines précoces réparties dans la zone d’étude (ch. 2). Les assemblages de matériel céramique ont été examinés de manière exhaustive, en mettant notamment l’accent sur la mise en évidence de critères discriminants (forme, matériau, technique de fabrication) d’un point de vue chronologique ou régional. Le corpus ainsi constitué et les ressources bibliographiques ont servi de base à un examen plus général de la culture matérielle, par une analyse (caractérisation, chronologie et distribution spatiale) des principales catégories de mobilier qui nous sont parvenues (ch. 3). Ces études ont permis de mettre en évidence des traditions de production et de consommation dans les régions étudiées, et de révéler l’existence de réseaux d’échange et d’approvisionnement. Ce tour d’horizon a été complété par un examen approfondi des modalités d’occupation du sol visant à mettre en évidence les pratiques régionales en matière d’habitat, de fortification ou encore de rites funéraires et cultuels (ch. 4). Enfin, nous avons tenté de produire une synthèse rassemblant les résultats de ces études, par la mise en évidence d’entités régionales caractérisées par une communauté de pratiques, et leur intégration plus globale dans le contexte du nord de la Gaule (ch. 5). Ce dernier chapitre est également dévolu à la confrontation des données historiques et archéologiques selon la série des problématiques définies précédemment, à savoir la localisation des territoires tribaux cités par César, l'extermination des populations régionales au moment de la conquête, l'éventuelle arrivée de groupes péri-rhénans destinés à repeupler la cité et la persistance des traditions laténiennes locales à travers la conquête et la romanisation. / Doctorat en Histoire, histoire de l'art et archéologie / info:eu-repo/semantics/nonPublished

The project deals with the design of the wine gallery and community center in smaller wine-growing village Strachotín, which is situated in the beautiful landscape under the hills, called "Pálavské vrchy", and also is on the edge of the magnificent waterwork - "Novomlýnské nádrže". The construction of the wine gallery and the community center is designed in the historical structure of the village, near the gothic church. The project follows up the analytical part, which dealt with the vision for the future development of the village Strachotín. The vision, which after thorough examination of the village included seventeen interventions of small or larger urban character, which would be beneficial for the development of the village and surroundings.

Proposal for reconstruction of an abandoned kindergarden to a new mutlifunctional building with comunity center, center for youth an children, organization for people with light mental disorders and Directorate of Social Services.

The thesis has been written on the basis of main architectural concepts and their application in real life within a historical context investigation. Main architectural concepts are represented in a harmony of architectural composition that deals with relations among form, structure and space in the unique art work. Genius loci play very important role in the architectural creation - it represents a special and extra-ordinary urban locality and its architectural value in the historical, geographical and cultural context. The origin of Ostravice village within the historical frame concept of Moravia domain is the topic of this thesis. Other historical documents gave information about Bruneswerde as the Brno Castle. That means Brno Castle had to be founded not in Brno (as it has been consid-ered for many years) but it was located in Beskydy at Ostravice. The sacred city – Civitas Dei had been located in Bruneswerde region in early ages as the centre of European culture, education and spiritual life. Civitas Dei – divine Jerusalem in the transcription of St. Augustine's book De civitate Dei – is not only glorification of God and religious fantasy. It is also one of significant clues for recognition of historical architecture. The depiction of unknown settlement from the book of unde-fined origin is a superb testimony about extinct architectural works. They are legible from cadastral maps. Brno Castle - residence of nobility and power served shelter to St. Vojtěch, St. Prokop, St. Václav and St. Ludmila as it is obvious for the mentioned picture. Three major temples, three com-position axes symbolized by three towers on coins are in analogical relation to Brno triangle of four saints - the Saint family of Brno temples. Powerful ambitions of Brno City principals and clergy are inscribed into the urban structure in the way of composition relations which are legible to them who devoted themselves to the mystery of harmony. The absence of historical continuity affects personal attitudes and also identity of the whole community. The architecture truly reflects the past state of polis and it is eloquent even after its death. The architectural composition relations influence the natural environment for long time, longer than the architectural work existence. The geometric order of Renaissance Brno existence has not been in attention of architects so far. The features were discovered in characteristic paintings by Albrecht Durer. They are evidently secret works of the genius. A meaningful collaborator and follower in the extensive project was also his friend Jan Čert from Brno and lately from Vienna. His noble genealogy played a significant role in history of Silesia and Moravia for centuries. It is tendency to consider him as Austrian or even German architect. It is because of the fact that the genealogy tree of his noble family had roots in Moravia. It is supposed that Durer with Jan Čert´s support created the extraordinarily monumental architectural and urban works in Brno. A remarkable consensus in the urban composition of two squares and transition of traditional urban structure of Ostravice Civitas Dei into the modern Brno is also confirmed due to the identification of noble creators and owners, who were at the foundation, transformation and extinction of elements of the Moravian urban structure.