Prior to the advent of modern birth control beginning in the nineteenth century, the biological reproductive cycle of pregnancy, post-partum recovery, and nursing dominated women’s adult years. The average birth rate per woman in 1800 was just over seven, but by 1900, that rate had fallen to just under than three and a half. The question that this dissertation explores is what cultural narratives about reproduction and reproductive control emerge in the wake of this demographic shift. What’s at stake in a woman’s decision to reproduce, for herself, her family, her nation? How do women, and society, control birth? In order to explore these questions, this dissertation broadens the very term “birth control” from the technological and medical mechanisms by which women limit or prevent conception and birth to a conception of “controlling birth,” the societal and cultural processes that affect reproductive practices. This dissertation, then, constructs a cultural narrative of the process of controlling birth. Moving away from a focus on “negative birth control”—contraception, abortion, sterilization—the term “controlling birth” also applies to engineering or encouraging wanted or desired reproduction. While the chapters of this work often focus on traditional sites of birth control—contraceptives, abortion, and eugenics—they are not limited to those forms, uncovering previously hidden narratives of reproduction control. This new lens also reveals men’s investment in these reproductive practices. By focusing on a variety of cultural texts—advertisements, fictional novels, historical writings, medical texts, popular print, and film—this project aims to create a sense of how these cultural productions work together to construct narratives about sexuality, reproduction, and reproductive control. Relying heavily on a historicizing of these issues, my project shows how these texts—both fictional and nonfictional—create a rich and valid site from which to explore the development of narratives of sexuality and reproductive practices, as well as how these narratives connect to larger cultural narratives of race, class, and nation. The interdisciplinary nature of this inquiry highlights the interrelationship between the literary productions of the nineteenth and twentieth century and American cultural history.

This thesis is concerned with the introduction and development of western psychology in New Zealand during the period 1869 – 1929. The foundations of psychology coincided with the early foundations of the country and the building of the first university colleges. The evolving colonial university system provided opportunity but also institutional limitations on the development of the subject. Sir Thomas Hunter introduced experimental psychology and established the first psychology laboratory in 1907 at Victoria College. Hunter was supported in this by his American based mentor, Edward B. Titchener. Hunter played an important role in campaigning for university reform and worked tirelessly to promote both the study and application of psychology. This thesis argues that historic global and local events were crucial to the development and advancement of psychology in New Zealand. World War 1 ended in 1918 and was followed by a deadly flu epidemic. These events led to new theories and developments in psychology, many of which were imported to New Zealand and adapted to suit local needs. Local changes in approaches to health care and social management opened opportunities for a professional role in psychology. Throughout the 1920’s psychologists expanded their field of influence and began to develop applications for psychological knowledge. By 1929, psychology had become firmly established as a discipline worthy of individual attention. New Zealand had not yet begun to produce significant psychological research but provided a unique host society in which, in the space of sixty years, the study of psychology was introduced and developed and largely kept pace with international advances.

Max Dupain is regarded as the most significant photographer working in Australia during the 1930s. In this thesis I examine his work in relationship to the impact in Australia of what has been called the 'body culture' movement. After world war one, many western countries enthusiastically subscribed to schemes designed to control, regulate and develop the body as a means of building individual health and fitness and assisting communal regeneration. Drawing on the pseudo-scientific theories of eugenics, ideas and methods concerning the revitalisation of the body became popular among a diverse range of groups. In a number of countries, including Australia, such discourses were linked to nationalism. / The primary focus of my investigation is to explore how 'body culture' developed in Australia and how it was expressed in public culture, education and the visual arts. In particular, I investigate the relationship of Dupain's work to the 'body culture' movement and the role that photography played in general to the imaginative rendering of utopian and dystopian ideas concerning the body in the interwar period in Australia. / Using a cultural studies methodology I investigate the dynamic interchange that evolved as photographs were used in a range of popular magazines, specialist publications and high art journals to record, authorise and perpetuate a range of ideological and social constructs regarding the body. As part of this examination, I propose that Australia's most distinctive contribution to 'body culture' was through the development of two physical archetypes associated with the beach - namely, the lifesaver and the surfer – and that the popularity of these icons was largely enabled through photography. / In a biographical study of the artist, I investigate the impact of Max's father, George Dupain, a pioneer physical educator and supporter of eugenics, arguing that his influence was significant in the formation of Max's attitude to photographing the body. I examine the influence of vitalism on Dupain's creative development and conclude that his reputation as an exemplar of modernist photography in Australia should more properly be seen as residing in his contributions in the 1930s to classical modernism rather than the broader context into which he is customarily placed. / I argue that our understanding of commercial and art photographs of the body, taken by Dupain and others, is both broadened and enlivened when it is seen as embedded in the discourses of 'body culture'. Likewise, I propose that the field of 'body culture' itself could not have captured the public's imagination with as much force as it did in the intelWar period without the aid of this most protean of mediums.

Thesis (Ph. D.)--University of California, San Diego, 1998. / Vita. Includes bibliographical references (leaf 262).

Thesis (doctoral)--Universiteit Leiden, 2005. / Includes bibliographical references (p. [299]-332).

Submitted by Priscila Bermudes Peixoto null (pribpeixoto@hotmail.com) on 2017-12-14T18:38:58Z No. of bitstreams: 1 Priscila-Final-CapaDura.pdf: 1600815 bytes, checksum: 5357ed9f92e5048fd0732fd516af1ac0 (MD5) / Submitted by Priscila Bermudes Peixoto null (pribpeixoto@hotmail.com) on 2017-12-21T12:31:26Z No. of bitstreams: 1 Priscila-Final-CapaDura.pdf: 1600815 bytes, checksum: 5357ed9f92e5048fd0732fd516af1ac0 (MD5) / Approved for entry into archive by Laura Odette Dorta Jardim null (laura@franca.unesp.br) on 2018-01-17T19:05:55Z (GMT) No. of bitstreams: 1 Priscila-Final-CapaDura.pdf: 1600815 bytes, checksum: 5357ed9f92e5048fd0732fd516af1ac0 (MD5) / Made available in DSpace on 2018-01-17T19:05:55Z (GMT). No. of bitstreams: 1 Priscila-Final-CapaDura.pdf: 1600815 bytes, checksum: 5357ed9f92e5048fd0732fd516af1ac0 (MD5) Previous issue date: 2017-11-29 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O objetivo desse trabalho consiste em analisar o debate de cunho eugenista acerca da adoção do exame médico pré-nupcial ocorrido nos meios ligados à medicina e às práticas sanitárias no Brasil, nas primeiras décadas do século XX. A medicina social, baseada em doutrinas higienistas e eugenistas, buscou intervir mais diretamente no cotidiano da população, estabelecendo normas de conduta, sob o pretexto de prevenir moléstias e epidemias. O exame pré-nupcial foi um dos aspectos desta orientação mais ampla. Sua realização era defendida por médicos que pretendiam impedir ou adiar casamentos quando um dos nubentes apresentasse alguma doença ou fatores considerados degenerativos, sempre orientados por supostas medidas preventivas imprescindíveis ao que acreditavam ser o aprimoramento racial. Observando que discurso eugênico classificou determinados indivíduos como inferiores e pretendia impedir a reprodução destes, esta pesquisa busca compreender em que medida a questão da raça esteve presente na proposta de intervenção matrimonial. Tomando como referência a noção de discurso como um conjunto de regras adequado à sua prática, constituído por conflitos e tensões internas, procura-se demonstrar como os eugenistas tentaram impor seu saber à sociedade, ou seja, quais eram suas motivações para transformar o exame pré-nupcial em uma lei aplicável em todo o país. Analisa-se ainda as controvérsias e objeções reclamadas por seus críticos, notando como estas e a própria realidade do país contribuíram para que determinadas políticas eugênicas não fossem adotadas, a exemplo da obrigatoriedade do exame pré-nupcial. / The aim of this paper is to analyze the eugenicist medical discourse about the premarital medical examination occurred in the medical environment and the sanitary practices in Brazil, in the early decades of the twentieth century. The social medicine, based on the hygienist and eugenicist doctrines, would intervene in the daily basis of the population by establishing standards of conduct, intending to prevent diseases and epidemics. The prenuptial exam was one of the aspects of this wider orientation. The defense of its realization, gathered doctors who could prevent or postpone marriages when one of the spouses had any disease, always guided by supposed preventive and necessary measures concerning what they believed to be a racial enhancement. Noticing that the eugenic speech classified some people as inferior and it was supposed to stop their reproduction, this research aims to understand in which measure the question about race was present in the proposal of matrimonial intervention. Taking as a reference the notion of the discourse as a group of rules appropriate to its practice, constituted by conflicts and intern tensions, we are going to show how the doctors tried to impose their knowledge to society, in other words, what were their motivations to transform the premarital examination in an applicable law in all over the country. It also analyzes the controversies and objections claimed by the critics, noting how these and the reality of the country contributed to the fact that certain eugenic policies were not adopted, such as the compulsory prenuptial examination. / 15/08002-8

How do we systematise our knowledge without undermining mores and beliefs that have thus far guided our conduct? How do we account for free will in a cosmos made of molecules and universal laws? Is a metaphysical rebellion against the absurdity of a universe devoid of ethical significance unavoidable? Is this rebellion inevitably leading to the organization of the world in exclusively human terms? These are the problems that have been tackled among others by Dostoevskij, Kafka, Dickens, and Camus, thinkers who framed questions of paramount importance without finding persuasive answers (Davison 1997; Dodd 1992; Lary 1973). These are the same problems that many bio-scientists have grappled with in the past and I analyze the solutions they have identified. This work of mine could be seen as a follow-up to the qualitative survey carried out by Kerr, Cunningham-Burley, and Amos in 1998 among British scientists and clinicians with a well-established reputation. That investigation looked into the way the latter distance themselves from the dark shadow of eugenics and revealed that die equation of old eugenics and new genetics is deemed irrational because; scientific knowledge has grown by leaps and bounds ever since o the socio-political circumstances are radically different as coercion is unthinkable and the final decision rests with the individual who is protected by the principle of informed choice; o the aims of eugenics simply cannot be technically met; o the new genetics involves therapeutic aims as opposed to eugenics that concentrated on the alteration of the human gene pool; o the application of science is not necessarily one of scientists' main concerns; My contention is that these objections are too facile and unpersuasive. I submit that there is an obvious connection between how the existential and humanistic side of science failed to prove humanitarian, namely benevolent, compassionate and ultimately useful - the good -, the effort by several academicians to ground ethics on scientific evidence - the true -, And our incapacity to confront abnormality - the beautiful. This connection is eugenics. Eugenics is the scientific response to modern existential angst and social predicaments and is here to stay.

Made available in DSpace on 2015-05-07T15:09:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 18536005 bytes, checksum: 15e2e4b927923b1ab8b6ef1f0f1136ce (MD5) Previous issue date: 2014-08-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / We seek in this thesis to analyze the practices of racialization to which primary school children were submitted in Pernambuco in the period 1911-1945. We adopted this period for its reference to the initial moment of institutionalization of primary schools in Pernambuco, while the milestone relates to the end of Estado Novo, which was marked by a more pronounced concern of the Brazilian state in relation to the definition of "figure of the Brazilian man." Therefore, many anthropometric studies were drafted aiming at establishing the biotype of Pernambuco school. These studies were intended to create homogeneous school classes both physically and intellectually. Thus, discussions around the hygienism and eugenic thinking ended up entering the school environment from the requirements and regulations that quite possibly came to influence the school routine, thus marking singularities of school culture specially in the context of elementary schools. Based on discussions, often racialized, intellectual and political elite sought to biologically explain the underdevelopment that Brazil was going through. Therefore, the proposal pointed out that the situation was the harmonization of a national type, through the "whitening" of Brazilian society, sometimes more veiled, sometimes more explicit. We revisited racial theories to define this model of man as we believe that the education policies reflected these ideas. The myth of racial democracy also contributed to strengthening the need for bleaching Brazilian society, this time by this cultural bias and not the biological one. We used as sources: laws, decrees, reports, rules, regulations, and public education reform, education programs in primary schools, reports and papers for elementary school , statistical yearbooks of teaching, governors pronouncements on education, journals of education, medical and general topics, lesson plans, newspapers, thesis of medical area, as well as the iconography and didactic and non-didactic textbooks. All this documentary range was analyzed theoretically and methodologically from the perspective of New Cultural History, approaching more specifically the concept of representation produced by Roger Chartier, besides ethnoratial studies and the history of education in Brazil. The results revealed that the reforms envisioned by Ulysses Pernambucano, Carneiro Leao and Aníbal Bruno in Pernambuco aimed to solve the "Brazilian race problem." To racializing schoolchildren, it was used the rankings compiled by Roquette-Pinto, who took into account skin color, the hue of the eyes and hair characteristics. Associated to this, Psychology and Sociology were applied by professionals involved with education, as it was the case of school physicians, visiting nurses and teachers themselves. We have also seen that the school culture contributed to establish racial distinctions that ensured the progress of the country by educating healthy, regenerated and civilized citizens. We end our study arguing about the role Physical Education had in the national and local scene considering that the policies of racialization based on anthropometric tests and measurements gave us the mission of reinvigorating the breed and ensuring the establishment of a healthy society both physically, intellectually and morally. / Buscamos nesta tese analisar as práticas de racialização às quais os alunos dos grupos escolares foram submetidos em Pernambuco no período de 1911 a 1945. A periodização aqui adotada tomou como referência inicial o momento de institucionalização dos grupos escolares em Pernambuco, enquanto que o marco final refere-se ao Estado Novo, período que foi marcado por uma preocupação mais acentuada do estado brasileiro em relação à definição da figura do homem brasileiro. Para tanto, foram elaborados muitos estudos antropométricos objetivando o estabelecimento do biótipo do escolar pernambucano. Tais estudos visavam criar turmas escolares homogêneas física e intelectualmente. Assim, as discussões em torno do higienismo e do pensamento eugênico se materializaram no universo escolar a partir das prescrições e normatizações que iam desde a construção das escolas até o seu funcionamento, marcando, portanto singularidades da cultura escolar especialmente no âmbito dos grupos escolares. Baseados nas discussões, comumente racializadas, a elite intelectual e política procurou explicar biologicamente o atraso pelo qual se encontrava a nação brasileira. Para tanto, a proposta apontada para sair daquela situação era a harmonização de um tipo nacional, buscando-se para isso o branqueamento da sociedade brasileira, ora de forma mais explicita ora mais velada. As teorias raciais foram revisitadas para definir esse modelo de homem por entendermos que as políticas destinadas à educação refletiram esse ideário. O Mito da democracia racial também contribuiu para o fortalecimento da necessidade de branqueamento da sociedade brasileira, só que desta feita pelo viés cultural e não mais pelo biológico. Utilizamos como fontes: leis, decretos, relatórios, regimentos, regulamentos e reformas da instrução pública, programas de ensino das escolas primárias, relatórios e jornais de grupos escolares, anuários estatísticos de ensino, mensagens de governadores sobre a educação, revistas do ensino, da área médica e de assuntos gerais, planos de aulas, jornais, teses de medicina, além da iconografia e de livros didáticos e não didáticos. Toda essa gama documental foi analisada teórica e metodologicamente sob a perspectiva da Nova História Cultural, nos aproximando mais especificamente do conceito de representação elaborado por Roger Chartier, além de estudos etnicorraciais e sobre história da educação no Brasil. Os resultados, revelaram que as reformas idealizadas por Ulysses Pernambucano, Carneiro Leão e Aníbal Bruno em Pernambuco objetivavam resolver o problema racial brasileiro . Para racializar a população escolar foi utilizada a classificação elaborada por Roquete-Pinto, que levava em consideração a cor da pele, a tonalidade dos olhos e as características do cabelo. Associado a isso a psicologia e a sociologia foram aliadas dos profissionais envolvidos com a educação, como foi o caso dos médicos escolares, das enfermeiras visitadoras e dos próprios professores. Vimos ainda que a cultura escolar contribuiu para estabelecer distinções raciais no sentido de garantir o progresso do país formando cidadãos saudáveis, regenerados e civilizados. Finalizamos o nosso estudo discutindo acerca do papel que teve a matéria de educação física no cenário nacional e local tendo em vista que as políticas de racialização, baseadas testes e medições antropométricas imprimiram a missão de revigorar a raça e garantir o estabelecimento de uma sociedade saudável fisica, intelectual e moralmente.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-10T13:25:51Z No. of bitstreams: 2 Eduarda Maria Schneider.pdf: 1774484 bytes, checksum: 8785fb46df268da6b4c1f0201cb4b2ae (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-10T13:25:51Z (GMT). No. of bitstreams: 2 Eduarda Maria Schneider.pdf: 1774484 bytes, checksum: 8785fb46df268da6b4c1f0201cb4b2ae (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The History of Science has allowed our comprehension based on the construction of scientific knowledge as a historical, economical, social, political and ideological undertaking. The discussions about the nature of science are crucial to learn science in a contextualized and critical way according to the different levels of education. Thus, this paper aims at explaining and discussing the relationship between science and ideology as well as emphasizing its importance to teacher training through the following goals: examine Brazilian copies Bulletin concerning Eugenia of 1929 and examine Biology interfaces and eugenics movement and how scientific speech was used to justify ideology of the eugenics movement; evaluate the development of a teaching module on eugenics in a continuing education course for teachers from Paraná State; investigate whether and how teachers perceive the continuing education in science as well as the scientific knowledge permeated by ideology. The research methodology was carried out in two parts: one was based on an analysis of historical documents and the other was based on empirical research with teachers under continuing education. The analysis of historical documents was made by primary sources examination, related to the eugenics movement in Brazil, according to the Discourse Analysis (ORLANDI, 2007) from copies of Eugenia Bulletins published in 1929. Empirical research has investigated the contribution of eugenics movement history in a Brazilian teaching workshop offered to sixteen teachers from the Paraná State Education. The data were recorded by using the following research instruments: initial questionnaire, recordings and transcripts of the discussions that occurred during the didactic workshop and final questionnaire. Reflections concerning the empirical data of this research were also guided by the Discourse Analysis (ORLANDI, 2007). The results from the Bulletins analysis showed how the biological knowledge of that period was used as argumentative elements in defense of the scientific proposal of the eugenics movement to highlight the non-neutrality of science. The analysis of the didactic workshop development pointed out that it allowed to: widen the science teachers’ contextual point of view, especially by understanding how biological knowledge was ideologically used in defense of an eugenic ideal; recognize that the eugenics discourse did not disappear from the global scenario and that it may be present in discourses associated to new genetic technologies. Thus, it is suggested that the inclusion of discussions concerning the History of Science in teachers’ education allows a critical decision-making in relation to scientific knowledge and provides, historically and socially, subsidies for a contextualized Education in Science to demystify the idea of a neutral and linear science. / A História da Ciência possibilita a compreensão da construção do conhecimento científico como um empreendimento histórico, econômico, social, político e ideológico. As discussões sobre a natureza da ciência são essenciais para a sua aprendizagem de maneira contextualizada e crítica nos diferentes níveis de ensino. Desse modo, o presente trabalho traz contribuições da História da Ciência para a explicitação e discussão das relações entre ciência e ideologia, bem como, enfatizar sua importância para a formação de professores mediante os seguintes objetivos: analisar os exemplares do Boletim de Eugenia, de 1929, para verificar as interfaces da Biologia e o movimento eugênico e como o discurso científico foi utilizado para justificar a ideologia do movimento eugênico; avaliar o desenvolvimento de um módulo didático sobre eugenia em um curso de formação continuada de professores da rede estadual do Paraná; investigar se e como professores em formação continuada percebem a ciência e o conhecimento científico permeado por ideologias. A metodologia de pesquisa compreendeu duas vertentes: uma fundamentada na análise de documentos históricos e outra voltada para uma pesquisa empírica com professores em formação continuada. A apreciação dos documentos históricos foi constituída pelo exame de fontes primárias referentes ao movimento eugênico no Brasil, por meio da Análise de Discurso (ORLANDI, 2007) de exemplares dos Boletins de Eugenia publicados no ano de 1929. A pesquisa empírica investigou a contribuição da história do movimento eugênico brasileiro em um módulo didático ofertado para dezesseis professores da rede Estadual de Ensino do Paraná. Os dados foram coletados mediante a utilização dos seguintes instrumentos de pesquisa: questionário inicial, gravações e transcrições das discussões ocorridas ao longo do módulo didático e questionário final. As reflexões sobre os dados empíricos da pesquisa estiveram também pautadas na Análise de Discurso (ORLANDI, 2007). Os resultados da análise dos Boletins evidenciaram como as condições de produção do discurso científico foram utilizadas como elementos argumentativos na defesa do caráter científico do movimento eugênico a fim de evidenciar a não neutralidade da ciência. A análise do desenvolvimento do módulo didático apontou que este possibilitou: ampliar a visão contextual da ciência pelos professores, principalmente pela compreensão de como os conhecimentos biológicos foram utilizados de maneira ideológica na defesa de um ideal eugênico; reconhecer que o discurso eugênico não sumiu do cenário mundial e que pode estar presente em discursos vinculados às novas tecnologias genéticas. Assim, sugere-se que a inserção de discussões acerca da História da Ciência na formação de professores permite um posicionamento crítico em relação aos conhecimentos científicos e fornece subsídios para o Ensino da Ciência de forma histórica e socialmente contextualizado para desmistificar a ideia da ciência como neutra e linear.

Orientador: Ediógenes Aragão Santos / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / O exemplar do AEL pertence a Coleção CPDS / Made available in DSpace on 2018-08-18T18:22:49Z (GMT). No. of bitstreams: 1 AguilarFilho_Sidney_D.pdf: 70630158 bytes, checksum: 5c9d1aeb04a8082f9078a0dceca28e79 (MD5) Previous issue date: 2011 / Resumo: Este texto analisa aspectos da educação brasileira entre 1930 e 1945 a partir de relatos de vida de cinqüenta meninos "órfãos ou abandonados" sob a guarda do Juizado de Menores do Distrito Federal. Eles foram retirados do Educandário Romão de Mattos Duarte, da Irmandade de Misericórdia do Rio de Janeiro e levados para uma propriedade privada em Campina do Monte Alegre-SP. A transferência dessas crianças de nove a onze anos de idade foi respaldada pelo Código do Menor de 1927. Por uma década, estas crianças, foram submetidas a uma escolaridade precária, a uma educação baseada em longas jornadas de trabalho agrícola e pecuário sem remuneração. Foram submetidos a cárcere, a castigos físicos e a constrangimentos morais em fazendas de membros da cúpula da Ação Integralista Brasileira, também adeptos declarados do nazismo. Esta tese defende que os "meninos do Romão Duarte" foram vítimas de uma política do Estado brasileiro que ao estimular a educação eugênica, como definia o artigo 138 da Constituição de 1934, favoreceu a segregação de crianças e adolescentes. A documentação utilizada na narrativa fez uso de fontes oficiais, midiáticas articulando-as de forma complementar aos registros de depoimentos orais na reconstrução do período. / Abstract: This text analyzes the history of Brazilian education between 1930 and 1945 from the lives of fifty children "orphaned or abandoned" under the guardianship of Judge of Minors of Federal District. They were taken from Educandário Romão de Mattos Duarte of the Brotherhood of Mercy in Rio de Janeiro and removed to a private property in Campina do Monte Alegre - SP, Brazil. The transference of those children from nine to eleven years old has done under legal support of the Code of Minors of 1927. For a decade received a precarious schooling, working systematically with long journey and without compensation. They were subjected to imprisonment, physical punishment and the moral constraints on farms of members of the Ação Integralista Brasileira (AIB) and declared supporters of Nazism. This thesis argues that "boys of Romão Duarte" were victims of a state policy that encouraged the eugenicseducation, as defined the Article 138 of the Constitution of 1934 and favored the segregation of children and adolescents. The documentation used in the narrative contains official reports, media interviews and records of memories. / Doutorado / Filosofia e História da Educação / Doutor em Educação