Tendo como referência o entendimento de que o ensino da Astronomia, de alguma forma, sempre esteve presente na história da educação básica brasileira, ora como uma disciplina independente, ora compartilhado com os conteúdos de outras disciplinas, é analisado o seu ensino no Brasil do início do século XX a partir de livros didáticos de Cosmografia desse período. Compreendendo o livro didático como uma fonte de estudos privilegiada da história das disciplinas, são analisados nove livros didáticos de Cosmografia dos anos de 1897 a 1933 de diferentes autores. A análise está estruturada em duas etapas: na primeira, são identificados e caracterizados, ao longo do tempo, os conteúdos da Astronomia presentes nos livros. Para isso, utilizou-se as categorias de análise: Observação da superfície da Terra; Fenômenos cíclicos; Sistema Solar; Terra; Atração Gravitacional; Universo; e História e Cultura. A partir da identificação e da categorização dos conteúdos, constatou-se a presença de uma vasta quantidade de temas da Astronomia em cada uma das categorias, principalmente os relativos à Fenômenos cíclicos, Sistema Solar, Atração Gravitacional e Universo. A forte presença de temas ligados à essas categorias indica uma certa continuidade no tempo, além da importância atribuída no ensino desses conteúdos na educação básica daquela época. Por outro lado, temas como métodos de observação dos astros no céu, correções de observação, periodicidade das estrelas no céu, orientação na superfície terrestre e história da Astronomia estão presentes em alguns livros e ausentes em outros, indicando uma não linearidade na evolução temporal no ensino desses conteúdos. Na segunda etapa, é aprofundada a análise dos conteúdos abordados nas categorias presentes em todos os livros didáticos e dela observou-se uma grande ênfase na caracterização de conteúdos como esfera celeste, coordenadas esféricas, instrumentos óticos, movimentos da Terra, dia e noite, estações do ano, fases da Lua, eclipses, constituição e dinâmica do Sistema Solar, forma e dimensões da Terra, estrelas, constelações, nebulosas e modelos cosmogônicos de universo. De suas caracterizações, constatou-se que os conceitos de Astronomia eram desenvolvidos numa perspectiva de se descrever detalhadamente os objetos e os fenômenos que constituíam o universo observável daquela época, o qual restringia-se aos corpos constituintes do Sistema Solar e alguns elementos situados além desse, como, por exemplo, estrelas, nebulosas e constelações. Embora a relação entre as descobertas científicas e os conteúdos didáticos guardasse atualidade, como a presença de Plutão, descoberto em 1930, e o número de satélites dos planetas no estudo do Sistema Solar, foi possível inferir que a visão de universo no período estudado limitava-se a ideia de um universo fechado, finito, esférico e composto pela Via Látea com suas estrelas e nebulosas, ainda que descobertas, como as galáxias, na década de 1920, indicassem um universo muito além da Via Lactea. Os resultados mostram que, no período em estudo, a importância atribuída ao ensino da Astronomia na educação básica era bastante diferente daquela que é atribuída atualmente, haja vista a identificação de uma disciplina específica, a quantidade significativa de livros de Cosmografia de autores brasileiros, bem como a quantidade e o aprofundamento no desenvolvimento dos conteúdos da Astronomia presentes neles. / Based on the understanding that the teaching of Astronomy, somehow has always been present in the history of Brazilian basic education, either as an independent discipline, sometimes shared with other disciplines content, is analyzed their education in Brazil the beginning the twentieth century from textbooks Cosmography that period. Understanding the textbook as a source of privileged study of the history of disciplines, they are analyzed nine textbooks Cosmography the years 1897-1933, by different authors. Our analysis is structured in two stages: first, are identified and characterized, along the time, the Astronomy content present in the books. For this, we used the analysis categories: 1. Earth\'s surface observation; 2. cyclical phenomena; 3. Solar System; 4. Earth; 5. Gravitational attraction; 6. Universe; and 7. History and Culture. From the identification and categorization of content, there was the presence of a vast amount of Astronomy topics in each of the categories, particularly those relating to cyclical phenomena, Solar System, Gravitational Attraction and Universe. The strong presence of topics related to these categories, indicates a certain continuity in time, in addition to the emphasis on education on this topic in basic education of that time. On the other hand, subjects such as methods of observation of the stars in the sky, watching corrections, stars periodicity in the sky, orientation in the Earth\'s surface and history of astronomy are present in some books and absent in others, indicating a non-linearity in the temporal evolution in education on this topic. In the second stage, it is thorough analysis of the content covered in the categories present in all textbooks and it there was a great emphasis on characterization of content such as celestial sphere, spherical coordinates, optical instruments, Earth movement, day and night, seasons of the year, phases of the Moon, eclipses, constitution and dynamics of the Solar System, shape and dimensions of the Earth, stars, constellations, nebulae and cosmogonic universe models. From their characterizations, it was verified that the concepts of astronomy were developed with a perspective of describing in detail the objects and phenomena that constituted the observable universe of that time, which was restricted to the constituent bodies of the Solar System and some elements beyond that, such as stars, nebulae, and constellations. Although the relationship between scientific discoveries and didactic content was current, such as the presence of Pluto discovered in 1930 and the number of satellites of the planets in the study of the Solar System, it was possible to infer that the universe vision in the period studied was limited, If the idea of a closed, finite, spherical universe composed of the Milky Way with its stars and nebulae, although discovered, like the galaxies in the 1920s, indicated a universe far beyond the Milky Way. The results show that, in the period under study, the importance attributed to the teaching of astronomy in basic education was quite different from that currently attributed, given the identification of a specific discipline, the significant amount of Brazilian authors\' Cosmography books, as well as As the quantity and the deepening in the development of the contents of Astronomy present in them.

Pesquisa acerca dos temas de Astronomia que constam nos livros didáticos de Geografia. Nos últimos anos o Ministério da Educação - MEC estabeleceu critérios para a análise de livros didáticos, visando melhorar a qualidade dessas obras. Foram analisados exclusivamente, os temas de Astronomia nos livros didáticos de Geografia da 5a série recomendados pelo MEC no Plano Nacional do Livro Didático – PNLD 1999, e constatou-se grande quantidade de erros conceituais nos textos e nas ilustrações. Verificou-se que os autores de obras didáticas de Geografia têm dado considerável atenção à Astronomia, assim como os Parâmetros Curriculares do Ensino Fundamental para a Geografia do Terceiro Ciclo. As obras foram submetidas aos critérios classificatórios do MEC que permitiram o exame da qualidade desses livros quanto aos aspectos tipográficos, metodológicos, específicos de conteúdos e gerais deles e dos manuais dos professores. Os temas selecionados e avaliados estão na interface dos estudos geográficos e astronômicos, que pode ser denominada por Cosmografia, são eles: a orientação geográfica, as estações do ano, os movimentos da Terra e as marés. Os erros das obras analisadas foram apontados e corrigidos. Propôs-se que os estudos cosmográficos veiculados pelos livros didáticos empreguem termos e ilustrações corretos e adequados. São apresentadas também propostas para a confecção de modelos tridimensionais e a realização de atividades práticas, para cada um dos temas, adequadas ao nível cognitivo do Terceiro Ciclo. / This research is about Astronomy subjects on Geography’s didactic books. The Education Ministry – MEC established criteria to analyze didactic books, last years, to aim at improving the quality of these books. It was analyzed exclusively Astronomy topics in the Geography’s didactic books of the 5th level of Junior High, recommended by MEC in the National Project of Didactic Book – PNLD 1999, and it verified a lot of conceptual mistakes in the texts and illustrations. It was also examined that the authors of didactic books in Geography have given as much considerable attention to Astronomy as Scholars Parameters of Fundamental Teaching to the Geography of Third Cycle. The didactic books and the teacher’s handbooks were submitted to MEC’s classifying criteria which permitted the exam of these books concerning quality about typographical, methodological, specific contents and general aspects. The selected and evaluated subjects are in the interface between geographical and astronomical studies. The study of these subjects can be denominated Cosmography. They are: geographical orientation, the seasons of the year, the Earth movements and the tides. The conceptual mistakes of the analyzed books were sharpened and corrected. It was proposed that the cosmographical studies transmitted by didactic books to use correct and adequate expressions and illustrations. It was also proposed as follow-up activities, the construction of tridimensional models and the realization of practical activities.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-06-01T12:19:46Z No. of bitstreams: 1 Geraldo Barbosa Neto.pdf: 6027799 bytes, checksum: 16023fdaa806bf62ab8d3b5cfcd6e624 (MD5) / Made available in DSpace on 2017-06-01T12:19:47Z (GMT). No. of bitstreams: 1 Geraldo Barbosa Neto.pdf: 6027799 bytes, checksum: 16023fdaa806bf62ab8d3b5cfcd6e624 (MD5) Previous issue date: 2017-04-26 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This investigation is about the articulations of the cosmographic knowledge with the problem of the physical and conceptual distance between the monarchical state of the Portuguese and the places of the world that composed its maritime empire. It is bordered in Portugal from the 16th century. Its scope is to reveal an interpenetration between the cosmographic production and the problem of the physical and conceptual distance between the Lisbon Palace and the coasts, islands and firm lands under its lordship, using as its historical source the works of Pedro Nunes (Alcácer do Sal, 1502 - Coimbra, 1578), cosmographer of the King of Portugal D. João III (1502-1557). It leads us to a historical framework in which power and science mingle. It introduces us to a historical conjuncture, in which a history of politics and a history of the sciences intertwine and complement each other / Esta investigação é sobre as articulações do conhecimento cosmográfico com o problema da distância física e conceitual entre o estado monárquico dos portugueses e os lugares do mundo que compuseram seu império marítimo. Está delimitada em Portugal do século XVI. Seu escopo é desvelar uma interpenetração entre a produção cosmográfica e o problema da distância física e conceitual entre o Paço lisboeta e as costas, ilhas e terras firmes sob seu senhorio, empregando como fonte histórica precípua as obras de Pedro Nunes (Alcácer do Sal, 1502 – Coimbra, 1578), cosmógrafo do rei de Portugal D. João III (1502-1557). Ela nos conduz para um âmbito histórico no qual poder e ciência se misturam. Nos introduz em uma conjuntura histórica, na qual uma história da política e uma história das ciências se enlaçam e se completam

This is the story of Spanish belonging in New Spain and the creation of New Spaniards. Tracing Spanish perceptions of place, the body, belonging, and Indian mortality, as well as constructions of “nativeness” and “Spanishness” from the conquest, this work does three things. First it examines the ideological constructs behind Spanish belonging, and the ideas that Spaniards brought with them about their bodies and their relationship to the environment. Second it follows the progression of these ideas through the first three generations of Spanish colonization, paying particular attention to the way that political rivalries, the exigencies of the crown, and Indian mortality affected discourse on belonging and identity. Finally, it captures a moment at the turn of the seventeenth century, when residents of New Spain began to re-imagine their belonging and their relationship to the land and its original inhabitants. / text

This thesis proposes that maps contain much more than just a depiction of physical space. Focusing on a selection of maps of ‘Australia’, the following attributes are found in some of these maps: myth and imagination, memory, power and the evolution of a people’s relationship with a place. Each attribute is the centrepiece of a separate chapter. The investigation undertaken here begins before ‘Australia’ was a known, named and mapped identity, at least as far as Europe was concerned, and continues up to the present day. It moves from maps of the imagined, the unknown and the theoretical, the science of cosmography, to chorography, which concerns maps of the local and the known. Cosmography operates on the grandest scale attempting to depict the whole world whereas chorography attempts to map details that can be recognised on the land. The words cosmography and chorography have fallen into disuse but the meanings of both were re-examined for this work, allowing for a unique mapping picture to emerge. The dance between these two kinds of mapping is the methodological pivot around which this thesis revolves. Chapter one begins in the theoretical realm of cosmography with the creation of the Antipodes, an idea that arose as a consequence of classical and Hellenistic Greek philosophical and theoretical concepts. This land only existed on maps yet came to harbour myths and imaginary attributes. Although replaced by Terra Australis Incognita, fantasy and myth continued to inhabit this southern part of the mapped world. Explorers eroded the unknown until a European chorographical destination, Botany Bay, was mapped into place. The dance then began all over again across the landmass called ‘Australia’ as the boundary between the known and unknown was crossed and mapped. Chapter two is a detailed study of the minutiae on chorographical maps of the Burragorang Valley and surrounding area. The names used for various geographical features are shown to contain memories of past inhabitants both Aboriginal and European. These memories still exist on maps of this area whereas the land the maps depict has been radically altered by the inclusion of man-made lake that has all but removed the earlier human marks on the landscape. The power embedded in both cosmographical and chorographical maps is examined in chapter three. In 1493 Pope Alexander VI drew a line on a cosmographical map and ‘donated’ half the non-Christian world to Spain and half to Portugal, thus commencing a process whereby a few European Christian nations carved up the rest of the world with the help of the authority vested in cosmographical maps. This culminated, as far as Australia was concerned, with Lieutenant James Cook’s map of the east coast of New Holland, which enabled the British Crown to claim land to the east of the 135th meridian, the line Alexander VI had drawn. Within sixty years this claim had expanded and covered the whole of the Australian landmass. On the ground, chorography recorded each individual parcel of land as it changed from Aboriginal land to European property. In chapter four, the concern is the way maps facilitated an evolving relationship between European Australians and the land they came to inhabit rather than the use of the maps in colonial appropriation. The focus in this chapter is on marginal lands where little European involvement is evident either on the ground or on the map. Because it is here in less trampled areas that any European marker on a map becomes important, and because there are so few of these markers, it is possible to trace the way these key features have evolved and have taken on a new significance over time. / Doctor of Philosophy (PhD)

Orientador: Paulo Celso Miceli / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-10T01:51:58Z (GMT). No. of bitstreams: 1 Cattozzi_VivianeRobertaWolf_M.pdf: 639288 bytes, checksum: 8ae771352242eb1e3b8e247e20ebec08 (MD5) Previous issue date: 2008 / Resumo: Este trabalho estudou a obra Singularidades da França Antártica, de André Thevet, cosmógrafo real francês da expedição França Antártica no Rio de Janeiro. Nosso objetivo foi entender como Thevet construiu-se como cosmógrafo e como inseriu o Brasil em sua cosmografia. Notamos que utilizou-se de três mecanismos para tal: descrição dos tupinambás e seus costumes, valorização da experiência pessoal em detrimento dos escritos da Antiguidade e recorrência a alguns termos cosmográficos da época (latitude, longitude, bússola, astrolábio) / Abstract: This work studied the workmanship Singularities of Antartic France, of André Thevet, royal French cosmógrapher of the expedition Antartic France in Rio de Janeiro. Our objective was to understand how Thevet constructed himself as cosmographer and how Brazil was inserted in his cosmographia. We note that it was used three mechanisms for such: description of Tupinambás and its customs, valuation of the personal experience in detriment of the antiquity's writings and the recurrence to some cosmographical terms of the time (latitude, longitude, compass, astrolabe) / Mestrado / Historia Cultural / Mestre em História

Tendo como referência o entendimento de que o ensino da Astronomia, de alguma forma, sempre esteve presente na história da educação básica brasileira, ora como uma disciplina independente, ora compartilhado com os conteúdos de outras disciplinas, é analisado o seu ensino no Brasil do início do século XX a partir de livros didáticos de Cosmografia desse período. Compreendendo o livro didático como uma fonte de estudos privilegiada da história das disciplinas, são analisados nove livros didáticos de Cosmografia dos anos de 1897 a 1933 de diferentes autores. A análise está estruturada em duas etapas: na primeira, são identificados e caracterizados, ao longo do tempo, os conteúdos da Astronomia presentes nos livros. Para isso, utilizou-se as categorias de análise: Observação da superfície da Terra; Fenômenos cíclicos; Sistema Solar; Terra; Atração Gravitacional; Universo; e História e Cultura. A partir da identificação e da categorização dos conteúdos, constatou-se a presença de uma vasta quantidade de temas da Astronomia em cada uma das categorias, principalmente os relativos à Fenômenos cíclicos, Sistema Solar, Atração Gravitacional e Universo. A forte presença de temas ligados à essas categorias indica uma certa continuidade no tempo, além da importância atribuída no ensino desses conteúdos na educação básica daquela época. Por outro lado, temas como métodos de observação dos astros no céu, correções de observação, periodicidade das estrelas no céu, orientação na superfície terrestre e história da Astronomia estão presentes em alguns livros e ausentes em outros, indicando uma não linearidade na evolução temporal no ensino desses conteúdos. Na segunda etapa, é aprofundada a análise dos conteúdos abordados nas categorias presentes em todos os livros didáticos e dela observou-se uma grande ênfase na caracterização de conteúdos como esfera celeste, coordenadas esféricas, instrumentos óticos, movimentos da Terra, dia e noite, estações do ano, fases da Lua, eclipses, constituição e dinâmica do Sistema Solar, forma e dimensões da Terra, estrelas, constelações, nebulosas e modelos cosmogônicos de universo. De suas caracterizações, constatou-se que os conceitos de Astronomia eram desenvolvidos numa perspectiva de se descrever detalhadamente os objetos e os fenômenos que constituíam o universo observável daquela época, o qual restringia-se aos corpos constituintes do Sistema Solar e alguns elementos situados além desse, como, por exemplo, estrelas, nebulosas e constelações. Embora a relação entre as descobertas científicas e os conteúdos didáticos guardasse atualidade, como a presença de Plutão, descoberto em 1930, e o número de satélites dos planetas no estudo do Sistema Solar, foi possível inferir que a visão de universo no período estudado limitava-se a ideia de um universo fechado, finito, esférico e composto pela Via Látea com suas estrelas e nebulosas, ainda que descobertas, como as galáxias, na década de 1920, indicassem um universo muito além da Via Lactea. Os resultados mostram que, no período em estudo, a importância atribuída ao ensino da Astronomia na educação básica era bastante diferente daquela que é atribuída atualmente, haja vista a identificação de uma disciplina específica, a quantidade significativa de livros de Cosmografia de autores brasileiros, bem como a quantidade e o aprofundamento no desenvolvimento dos conteúdos da Astronomia presentes neles. / Based on the understanding that the teaching of Astronomy, somehow has always been present in the history of Brazilian basic education, either as an independent discipline, sometimes shared with other disciplines content, is analyzed their education in Brazil the beginning the twentieth century from textbooks Cosmography that period. Understanding the textbook as a source of privileged study of the history of disciplines, they are analyzed nine textbooks Cosmography the years 1897-1933, by different authors. Our analysis is structured in two stages: first, are identified and characterized, along the time, the Astronomy content present in the books. For this, we used the analysis categories: 1. Earth\'s surface observation; 2. cyclical phenomena; 3. Solar System; 4. Earth; 5. Gravitational attraction; 6. Universe; and 7. History and Culture. From the identification and categorization of content, there was the presence of a vast amount of Astronomy topics in each of the categories, particularly those relating to cyclical phenomena, Solar System, Gravitational Attraction and Universe. The strong presence of topics related to these categories, indicates a certain continuity in time, in addition to the emphasis on education on this topic in basic education of that time. On the other hand, subjects such as methods of observation of the stars in the sky, watching corrections, stars periodicity in the sky, orientation in the Earth\'s surface and history of astronomy are present in some books and absent in others, indicating a non-linearity in the temporal evolution in education on this topic. In the second stage, it is thorough analysis of the content covered in the categories present in all textbooks and it there was a great emphasis on characterization of content such as celestial sphere, spherical coordinates, optical instruments, Earth movement, day and night, seasons of the year, phases of the Moon, eclipses, constitution and dynamics of the Solar System, shape and dimensions of the Earth, stars, constellations, nebulae and cosmogonic universe models. From their characterizations, it was verified that the concepts of astronomy were developed with a perspective of describing in detail the objects and phenomena that constituted the observable universe of that time, which was restricted to the constituent bodies of the Solar System and some elements beyond that, such as stars, nebulae, and constellations. Although the relationship between scientific discoveries and didactic content was current, such as the presence of Pluto discovered in 1930 and the number of satellites of the planets in the study of the Solar System, it was possible to infer that the universe vision in the period studied was limited, If the idea of a closed, finite, spherical universe composed of the Milky Way with its stars and nebulae, although discovered, like the galaxies in the 1920s, indicated a universe far beyond the Milky Way. The results show that, in the period under study, the importance attributed to the teaching of astronomy in basic education was quite different from that currently attributed, given the identification of a specific discipline, the significant amount of Brazilian authors\' Cosmography books, as well as As the quantity and the deepening in the development of the contents of Astronomy present in them.

Pesquisa acerca dos temas de Astronomia que constam nos livros didáticos de Geografia. Nos últimos anos o Ministério da Educação - MEC estabeleceu critérios para a análise de livros didáticos, visando melhorar a qualidade dessas obras. Foram analisados exclusivamente, os temas de Astronomia nos livros didáticos de Geografia da 5a série recomendados pelo MEC no Plano Nacional do Livro Didático – PNLD 1999, e constatou-se grande quantidade de erros conceituais nos textos e nas ilustrações. Verificou-se que os autores de obras didáticas de Geografia têm dado considerável atenção à Astronomia, assim como os Parâmetros Curriculares do Ensino Fundamental para a Geografia do Terceiro Ciclo. As obras foram submetidas aos critérios classificatórios do MEC que permitiram o exame da qualidade desses livros quanto aos aspectos tipográficos, metodológicos, específicos de conteúdos e gerais deles e dos manuais dos professores. Os temas selecionados e avaliados estão na interface dos estudos geográficos e astronômicos, que pode ser denominada por Cosmografia, são eles: a orientação geográfica, as estações do ano, os movimentos da Terra e as marés. Os erros das obras analisadas foram apontados e corrigidos. Propôs-se que os estudos cosmográficos veiculados pelos livros didáticos empreguem termos e ilustrações corretos e adequados. São apresentadas também propostas para a confecção de modelos tridimensionais e a realização de atividades práticas, para cada um dos temas, adequadas ao nível cognitivo do Terceiro Ciclo. / This research is about Astronomy subjects on Geography’s didactic books. The Education Ministry – MEC established criteria to analyze didactic books, last years, to aim at improving the quality of these books. It was analyzed exclusively Astronomy topics in the Geography’s didactic books of the 5th level of Junior High, recommended by MEC in the National Project of Didactic Book – PNLD 1999, and it verified a lot of conceptual mistakes in the texts and illustrations. It was also examined that the authors of didactic books in Geography have given as much considerable attention to Astronomy as Scholars Parameters of Fundamental Teaching to the Geography of Third Cycle. The didactic books and the teacher’s handbooks were submitted to MEC’s classifying criteria which permitted the exam of these books concerning quality about typographical, methodological, specific contents and general aspects. The selected and evaluated subjects are in the interface between geographical and astronomical studies. The study of these subjects can be denominated Cosmography. They are: geographical orientation, the seasons of the year, the Earth movements and the tides. The conceptual mistakes of the analyzed books were sharpened and corrected. It was proposed that the cosmographical studies transmitted by didactic books to use correct and adequate expressions and illustrations. It was also proposed as follow-up activities, the construction of tridimensional models and the realization of practical activities.

No description available.

The sixteenth century was a time in which knowledge about the world grew exponentially in both its material content and the enthusiasm with which works treating of it were received. One of the most popular, long-lived and influential books of the kind was Sebastian Munster's Cosmographia, printed from 1544 to 1628, in 35 editions and five languages. The Cosmographia attempted nothing less than a geography of the whole known world, an encyclopaedia of its contents and a history of all its peoples. Based upon a close reading of the Latin 1550 edition of the Cosmographia. and supported by Munster's correspondence and other primary texts, this study examines several aspects of Munster's great work. A biographical chapter describes his Hebrew scholarship, the ethos of his humanist community and their influence upon his cosmography. The genre of cosmography, its ancient origins and development, are traced in the following chapter, as too are the alternative formulations favoured by his contemporaries. An account of the means by which Munster assembled the information for his book is next constructed, attending especially to his own empirical surveys and his creation of a learned network of those willing to do likewise. This chapter also surveys the printing, editions and reception of the Cosmographia. The final two chapters examine the contents and values of the book. They describe the organisation of the material and Munster's treatment of geography, history, ethnography, zoology and of prodigies of nature. The understanding of the world which emerges is analysed, addressing tolerance, identity, the high esteem of learning, and the reconciliation of faith with a burgeoning science. Also examined is Munster's concept of providence, which admonished the reader with the lessons of the fallen civilisations described in his Cosmographia, designed as a book of the world, an ark for its knowledge, and a Wunderkammer for its glories.