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L’expression plastique des victoires navales opère tel un prisme à travers lequel s’observent les rites de célébration, les modes de commémoration et les desseins politiques de ses commanditaires. Il s’agit de s’intéresser à la naissance de cette image en remontant aux traditions grecques et romaines relatives au retour de guerre des soldats et à la célébration du succès. Ces coutumes à caractère cathartique ont inspiré les imagiers pour créer l’iconographie de la victoire navale. L’apparition des images et monuments pérennes exprimant la victoire, pourtant interdits dans la Grèce classique et réglementés à Rome par les valeurs républicaines, repose sur la prise de conscience du pouvoir politique de la revendication d’exploits militaires et sur des influences de pratiques orientales et macédoniennes qui accordaient la royauté à ses généraux pour des succès décisifs. L’expression de la victoire navale engendre une production artistique riche prenant des formes diverses, de la sculpture monumentale à la monnaie, en passant par la décoration privée, dans un but de diffusion massive. La confrontation des témoignages de la célébration et de la commémoration de la victoire sur mer, issus des deux mondes, sur tous les supports, permet de réunir l’ensemble des thèmes iconographiques qui appartient aussi bien aux domaines militaire, mythologique et religieux. L’examen des fonctions politiques de cet art démontre que ces manifestations ont été utilisées comme les supports de diffusion des idéologies. C’est ce détournement des succès militaires navals en propagande, devenu central dans la politique qui explique l’originalité et la subtilité des thèmes de la victoire navale. / The plastic expression of naval victories operates as a window through which can be observed the celebration rituals, commemoration modes and the political intentions of its bakers. The main purpose is to focus on the birth of this images dating back from the Greek and Roman traditions based on the returning soldiers and the celebration of success. These cathartic traditions were the artistic inspiration to create the iconography of the naval victories. Initially forbidden in the classic Greek era and regulated by Rome’s republican values and the influence based on the Eastern and Macedonian practices that gave kingship to his generals for decisive success, the appearance of images and monuments displaying victory started to show up as they realize the political power it implies to claim military achievements. Naval victory representations generated a rich artistic production in various and multiple forms, from sculptures to coins and even private home decoration; the goal was to be massively present. The Analogy between Roman’s and Hellenic’s celebration and commemoration of naval victories in all types of support allows a compilation of iconographic themes that belongs to the mythology, military and religious domains. The study of the political purpose of this art demonstrates that the representations were use as a broadcast support for ideologies. It’s the diversion of the naval military success into propaganda that became mainstream in politics and explains the originality and subtlety of naval victory themes.

[pt] Esta dissertação tem como objetivo estudar o currículo da Educação Infantil organizado em torno das datas comemorativas do calendário civil e religioso em duas escolas de Educação Infantil em um dos cinco municípios mais populosos em relação à faixa etária de 0 a 6 anos do estado do Rio de Janeiro. Compreendendo a infância como categoria social e da história, parte da cultura e produtora de cultura, a Educação Infantil como direito da criança e o currículo como experiência de cultura, tem como referência teórica Bakhtin, Vygotsky, Benjamin, Sarmento e autores que pesquisam a escola e o currículo. Procurando compreender por que as escolas de Educação Infantil organizam o currículo em torno de datas comemorativas, se é orientação da rede de ensino e a origem dessa prática; conhecer e compreender práticas e interações entre crianças e adultos, possíveis implicações na constituição de suas subjetividades, se essa prática se relaciona a outras práticas e concepções presentes na instituição e identificar aprendizagens que circulam nesse ambiente. O primeiro capítulo apresenta brevemente a história recente da Educação Infantil no Brasil e a concepção de infância assumida nessa pesquisa. O segundo capítulo procura demonstrar como o tema se encontra presente, apresenta o currículo, as políticas, o debate sobre a Educação Infantil e implicações na prática cotidiana. O terceiro expõe as referências teóricas, estratégias de pesquisa, informações sobre o município, sistema de ensino, escolas pesquisadas e processo de aproximação e inserção no campo. O quarto capítulo trata das observações, entrevistas e análise de documentos. O quinto capítulo intenta sintetizar os pontos mais relevantes dapara a percepção de outras possibilidades de trabalho que sejam efetivamente identificadas com as subjetividades que dialogam na escola. / [en] This thesis aims to study the curriculum of early childhood education organized around the holidays and the calendar in two religious schools Early Childhood Education at one of the five most populous cities in the age group 0 to 6 years in the state of Rio de Janeiro. Understanding childhood as a social category and history, part of the culture and culture producer, early childhood education as a right of the child and the curriculum as experience of culture, has the theoretical background Bakhtin, Vygotsky, Benjamin, Sarmento and authors who have researched the school and curriculum. Trying to understand why schools from kindergarten curriculum organized around the holidays, whether it is orientation of the school system and the origin of this practice, knowledge and understanding of practices and interactions between children and adults, possible implications for the constitution of their subjectivities, if this practice relates to other conceptions in practice and identify learning institution that circulate in this environment. The first chapter briefly presents the recent history of early childhood education in Brazil and the conception of children taken in this research. The second chapter explains how the theme is present, presents the curriculum, policies, the debate on early childhood education and implications for daily practice. The third presents the theoretical references, research strategies, Information about the council, education system, schools and studied the process of approximation and integration in the field. The fourth chapter deals with observations, interviews and document analysis. The fifth chapter attempts to summarize the most relevant aspects of research and dialogue with schools and professionals in their desire to contribute to the perception of other job opportunities that are actually identified with the subjectivities that dialogue at the school.

This thesis focuses on the law regulation of the paper currency, coins and money circulation in the Czech Republic. It is divided into six chapters. The first chapter is intended to introduce the issue of the currency to a reader by explaining the concept of money, currency, legal tenders and related matters. It describes also the process of money creation and historical evolution of money in the world and within the Czech Republic as well. The second chapter examines the current law regulation regarding to the currency and the money circulation in the Czech Republic. It provides brief explanation of source of law concept and specifies the fundamental legal regulations relating to the currency and money circulation. The third chapter is concentrated on the role of the Czech national bank as the central bank of the Czech Republic. The fundamental activities performed by the Czech national bank upon the laws, such as the issuance of the fiat money and the management of the circulation of currency, are discussed in this chapter. The fourth chapter is dedicated to the Czech coinage. The chapter describes structure of currency in circulation in the Czech Republic, reveals what is the legal tender in the Czech Republic and identifies certain loophole (error in law) in the regulation regarding the...

This thesis is an examination of the eucharistic doctrine of ten Scottish theological writers in the tradition of Scottish Episcopacy; five from the seventeenth century, two from the eighteenth century, and three from the nineteenth century. The doctrine espoused by each one throughout the stated period, 1620–1875, is found to agree with the other writers considered herein, because each writer turned to many of the same Church Fathers as the source of his doctrine and his interpretation of Holy Scripture. The argument of this thesis is that all of the writers, rejecting the Tridentine, Lutheran, Bezan-Calvinist, and Zwinglian definitions of the Eucharist, maintained a material sacrifice in the Eucharist, which is an offering to God the Father of bread and wine as the propitiatory memorial of Christ’s death on the Cross, commanded by Christ himself at the Last Supper. The sacrifice is propitiatory because it is the means of representing the one sacrifice of Christ on the Cross to God the Father, thereby pleading the benefits of the Cross for the communicants. The bread and wine do not change substance, but become effectively the body and blood of Christ. Three of the ten writers produced eucharistic rites, one in the seventeenth century, and two in the eighteenth century. It is argued that each of these rites is expressive of the Eucharist as being a commemorative and representative sacrifice. Each rite explicitly offers bread and wine to the Father, invokes the Holy Spirit’s action over the elements, and prays that by receiving the consecrated bread and wine as the body and blood of Christ, the communicants will receive the forgiveness of sins, the continuing grace of the Holy Spirit, and eternal life.

Pour respecter les droits d’auteur, la version électronique de ce mémoire a été dépouillée de ses documents visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal / Ce mémoire propose d’étudier les caractéristiques thématiques, formelles, structurelles et fonctionnelles des monuments commémoratifs du XXe siècle. Basée sur un corpus précis d’œuvres exemplaires et illustratrices des tendances contemporaines de représentations, notre recherche portera sur la transformation idéologique de la commémoration en Occident. En effet, au cours de ce siècle, nous assistons au passage d’une célébration des victoires à la commémoration de drames, relatifs aux conflits mondiaux. Nous développerons en un premier temps notre réflexion en analysant le travail des artistes qui eurent la charge de cristalliser et de maintenir la mémoire collective, de l’Antiquité à la Première Guerre mondiale. En un deuxième temps, à l’aide des écrits de James E. Young, nous étudierons les perspectives nouvelles apparues au début des années 1980, du concept de contre-monument à celui du monument-musée, qui tentent de répondre à la crise de la représentation des évènements tragiques du siècle dernier. / This thesis proposes a study of thematic, formal structural and functional features of twentieth century commemorative monuments. Based on a specific corpus of exemplary and illustrative works about the contemporary trend of representation, our research will focus on the ideological transformation of commemoration in the Western world. During the last century, a shift from the celebration of victory to the commemoration of tragedies related to international conflicts has been observed. In a first instance, an analysis will be developed around works made by artists whose task was to maintain and crystallize collective memory. The works studied will cover the period from Antiquity to World War One. Then, using as case studies James E. Young’s works, we will study the new perspectives that appeared at the beginning of the 1980s. This period has witnessed a transition from the concept of counter-monument to the monument-musée, which offers an answer to the representative crisis caused by the tragic events of the last century.

Jerusalem is the declared capital of Israel, fundamental to Jewish tradition, and a contested city, part of the Israel–Palestine conflict. Departing from an analysis of mainly interviews and policy documents, this study aims to analyze the interplay between the Israeli identity politics of Jerusalem and city planning. The role of the city is related to discursive struggles between traditional, new, and post-Zionism. One conclusion is that the Israeli claim to the city is firmly anchored in a master commemorative narrative stating that Jerusalem is the eternal and indivisible capital of Israel. A second conclusion is that there is a constant interplay between Israeli identity politics, city policy, and planning practice, through specific strategies of territoriality. The goals of the strategies are to create a political, historical and religious, ethnic, economic, and exclusive capital. Planning policies are mainly focused on uniting the city through housing projects in East Jerusalem, rehabilitating historic heritage, ancestry, and landscapes, city center renewal, demographic balance, and economic growth, mainly through tourism and industrial development. An analysis of coping strategies shows that Jerusalem planners relate to identity politics by adopting a self-image of being professional, and by blaming the planning system for opening up to ideational impact. Depending on the issue, a planner adopts a reactive role as a bureaucrat or an expert, or an active role, such mobilizer or an advocate. One conclusion drawn from the “Safdie Plan” process is that traditional Zionism and the dominant collective planning doctrine are being challenged. An alliance of environmental movements, politicians from left and right, and citizens, mobilized a campaign against the plan that was intended to develop the western outskirts of Jerusalem. The rejection of the plan challenged the established political leadership, it opened up for an expansion to the east, and strengthened Green Zionism, but the result is also a challenge to the housing needs of Jerusalem. / Författaren tillhör även "Forskarskolan Urbana och Regionala Studier – Städer och regioner i förändring"

Les élèves faisant le voyage dans la journée pour visiter le Musée-Mémorial d’Auschwitz-Birkenau font une expérience particulière à la fois de ce site et de l’événement dont il est la trace. Ils ne se contentent pas de recevoir passivement les informations qui leurs sont donnés, mais les réinvestissent dans leur propre champ d’expérience. Ils l’élaborent à partir des différents élément matériels et des différents informations qui leurs sont donnés sur le site. L’image de l’espace est le moyen par lequel quelque chose est communiqué et le résultat de cette communication. Le compte-rendu de la manière dont un groupe d’élève parle de sa visite quelques semaines plus tard permet d’observer la constitution de cet espace vécu et cette mémoire, lorsque ce qui a été éprouvé se met en mots malgré la difficulté du passage de la perception éprouvée à l’élaboration discursive qui se manifeste dans la plupart des situations d’interlocutions. Chaque moment de la visite est associé à des informations apprises sous forme de notions générales dont ils se rendent compte et de représentations mentales qu’ils imaginent, ainsi qu’à des ressentis. À travers cela, ils prennent conscience du caractère à la fois morbide et empathique de la nature humaine. Il s’agit d’une expérience touristique particulière. Se crée alors une certaine communauté entre ceux qui ont eu cette expérience et la volonté de la transmettre qui est à la fois une exigence civique et un besoin de mettre en mot un vécu intime pour le comprendre. Cependant, dans la mesure où cette transmission engage l’intimité d’un vécu et non des informations historiques, elle ne se fait qu’à des proches perçus comme étant intéressés / Pupils making the day trip to visit the Memorial Museum of Auschwitz-Birkenau have a particular experience both of this site and the event the event of which is the trace. They do not passively receive information given to them, but reinvest it in their own fields of experience. They do it from various material elements and informations which are given during the day into the site. The image of the place is both the way by which something is communicated and at the same time the result of this communication. The report of how a group of pupil speaks about its visit a few weeks later allows to observe the constitution of this living space and this memory. What was felt puts itself in word, despite the difficulty of the passage perception proven to the discursive development manifested in most interlocutions situations. Every moment of the visit is associated with learned information that are general concepts they realize and mental representations they imagine, and with feelings. Through this, they become aware of the human nature that is both morbid and empathetic. So this is a different experience of those are touristic entertainment. There is a community between those who had this experience and the will to transmit that is both a civic requirement and a need to put in word an intimate real-life experience to understand it. However, to the extent that this transmission engages the intimacy of a real-life experience and not af a historical information, it is made only to close people perceived as being interested

[pt] Currículo da Educação Infantil e Datas Comemorativas: O que dizem profissionais e crianças, tem como objetivo conhecer e compreender o que falam sobre os currículos da Educação Infantil crianças e adultos que atuam em escolas exclusivas de Educação Infantil e escolas de Ensino Fundamental que têm turmas de Educação Infantil. As crianças foram ouvidas em atividades livres, em atividades dirigidas pelas professoras e em rodas de conversa específicas da pesquisa. Os profissionais foram ouvidos em conversas informais e em entrevista coletiva. Convivem concepções conservadoras e atualizadas de Infância e Educação Infantil que repercutem nas práticas. Coexistem concepções e práticas diferenciadas na rede pesquisada que podem vir a trazer novos caminhos para a Educação Infantil. O currículo centrado em datas está presente, mas não apenas como algo natural e intocável. A tese está organizada em quatro capítulos. O primeiro expõe a construção histórica e ideológica da qual deriva o currículo orientado por datas comemorativas. O segundo capítulo apresenta as entrevistas realizadas com quatro especialistas das áreas de Currículo e Educação Infantil para compreender as condições que levaram a inserção e permanência desse currículo. No terceiro capítulo são apresentados autores que sustentam as opções teórico-metodológicas da pesquisa; da perspectiva histórico-cultural, Mikhail Bakhtin e Walter Benjamin, da Sociologia da Infância Qvortrup, Sarmento, Corsaro e da Filosofia, Kohan; os caminhos percorridos, a rede de ensino pesquisada, as escolas e seus sujeitos. O quarto capítulo traz a palavra das crianças e adultos, a observação, as rodas de conversa com as crianças, a entrevista coletiva com os profissionais. As conclusões e apontamentos reafirmam a potência de cada sujeito e que se realiza no encontro com outro, no processo de alteridade que nos constitui à medida que nos abrimos a esse encontro infinitamente formativo e inconcluso. / [en] Curriculum of Early Childhood Education and Commemorative Dates: What they say professionals and children, aims to know and understand what they say about the curriculum from kindergarten children and adults working in exclusive schools for early childhood education and schools of elementary school who have Early Childhood Education classes. The children were heard in free activities, in activities directed by teachers and specific discussion of the research wheels. The professionals were heard in informal talks and a news conference. Live conservative and current conceptions of childhood and childhood education that impact in practice. Coexisting concepts and differentiated practices in the research network that may bring new ways for Early Childhood Education. The curriculum centered on dates is present, but not just as something natural and untouchable. The thesis is organized into four chapters. The first exposes the historical and ideological construction which derives the curriculum oriented holidays. The second chapter presents interviews with four specialists in the areas of curriculum and Early Childhood Education to understand the conditions that led to the inclusion and permanence of this curriculum. In the third chapter presents authors who support the theoretical and methodological choices of the research; cultural-historical perspective, Mikhail Bakhtin and Walter Benjamin, the sociology of childhood Qvortrup, Sarmento, Corsaro and philosophy, Kohan; the paths taken, the researched school system, schools and their subjects. The fourth chapter brings the word of children and adults, observation, conversation circles with children, the press conference with professionals. The conclusions and notes reaffirm the power of each subject, which takes place in the encounter with the other, the otherness process that constitutes us as we open this meeting infinitely training and inconclusive.

Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2013-01-02T17:54:57Z No. of bitstreams: 1 CPDOC2008LeilaEstephanio.pdf: 1938175 bytes, checksum: b93bf7ba030560c28a943d2d85726953 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-01-02T17:56:01Z (GMT) No. of bitstreams: 1 CPDOC2008LeilaEstephanio.pdf: 1938175 bytes, checksum: b93bf7ba030560c28a943d2d85726953 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-01-02T17:56:31Z (GMT) No. of bitstreams: 1 CPDOC2008LeilaEstephanio.pdf: 1938175 bytes, checksum: b93bf7ba030560c28a943d2d85726953 (MD5) / Made available in DSpace on 2013-01-02T17:59:42Z (GMT). No. of bitstreams: 1 CPDOC2008LeilaEstephanio.pdf: 1938175 bytes, checksum: b93bf7ba030560c28a943d2d85726953 (MD5) Previous issue date: 2008 / This paper aims to contribute to the reflection of the places of memory and their archives as a continuing construction of cultural heritage and of the memory of the country. In our approach the commemorative exhibitions in tribute to Rui Barbosa with his personal papers and institutional records were the object of the research. / Este trabalho pretende examinar como as exposições fotográficas produzidas pela Casa Rui Barbosa em torno da figura de Rui Barbosa construíram, a partir do final da década de 1940, uma memória sobre a vida e a obra desse importante personagem da história brasileira. Essa investigação pretende demonstrar a importância dos acervos privados e públicos na construção contínua do patrimônio cultural e da memória do país.