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Esta pesquisa busca identificar se a doutrina dos apóstolos mencionada em At 2.47 reflete os ensinamentos obtidos pelos apóstolos a partir do Movimento de Jesus, à luz do contexto canônico e extracanônico dos períodos do Antigo Testamento, Intertestamentário e do Novo Testamento, e se esses ensinos refletiram o processo formativo dos ensinos legados por Jesus no decorrer do período de três anos e meio de vida terrena do Mestre, resultando no Cristianismo. A primeira parte revela como Deus se comunica com seu povo. Para isso, entra em cena a figura do profeta, que vai discursar em favor de uma reaproximação do povo com o Deus da aliança. A promessa dada é no sentido de restaurar a comunhão desde que sejam abandonadas as práticas cultuais das nações vizinhas a Israel. A trilogia castigo-arrependimento-perdão é anunciada como condição de restauração da nação assolada por invasores. A segunda parte mostra como, ao serem removidos da terra, os israelitas passaram a ansiar pela restauração do reino de Israel e como o retorno do exílio é marcado pela esperança de um recomeço, no qual as promessas anunciadas pelos profetas se cumpririam e como o Senhor dos Exércitos novamente pelejaria por seu povo, tendo à frente um Libertador nos moldes de Moisés. Mostra como o Messias é aguardado com ansiedade e como o jugo romano acirra os ânimos nacionalistas. É o contexto em que surge na Palestina a figura de Jesus, em meio a um caldo cultural e a diversos segmentos religiosos que tinham uma interpretação própria das Escrituras judaicas. O Movimento de Jesus nasce na Galileia e, após a morte de seu líder, seus seguidores recebem a incumbência de prosseguir a mobilização em prol da implantação do Reino de Deus, e não se dirige mais apenas aos nacionais de Israel, mas a todos os povos e a todas as nações. A terceira e última parte revela como os seguidores de Jesus levaram adiante suas propostas: como se estabeleceram, como se organizaram e como disseminaram o legado de Jesus. Revela também os personagens que se destacaram após a ascensão de Jesus, e o papel de cada um na propagação do evangelho e na consolidação do Cristianismo, estrutura que se seguiu ao Movimento de Jesus. / This research seeks to identify if the doctrine of the apostles mentioned in Acts 2:47 reflects the teachings received by the apostles from the Jesus Movement, in the light of the canonical and extra canonical context of the Old Testament, Intertestamental and New Testament periods, and if these teachings reflected the formative process of the teachings left by Jesus during the three and a half year period of terrestrial life of the Master, resulting in Christianity. The first part reveals how God communicates with his people. For this, the figure of the prophet comes into play, which will discourse in favor of a re-approximation of the people with the God of the covenant. The promise given is in the sense of restoring the communion if the worship practices of Israels neighboring nations are abandoned. The trilogy punishment-repentance-forgiveness is announced as a condition for the restauration of the nation assailed by invaders. The second part shows how, upon their being uprooted from the land, the Israelites come to yearn for the restauration of the kingdom of Israel and how the return from the exile is marked by the hope for a new beginning, in which the promises announced by the prophets would be fulfilled and how the Lord of Hosts would once again fight for his people, having at the fore a Liberator in the patterns of Moses. It shows how the Messiah is anxiously awaited and how the Roman yoke exacerbates the nationalist tempers. It is in this context that the figure of Jesus emerges in Palestine in the midst of a cultural mix and various religious segments which had their own interpretation of the Jewish Scriptures. The Jesus Movement is birthed in Galilee and after the death of its leader, its followers receive the task of continuing the mobilization in favor of the implantation of the Kingdom of God, and it is no longer directed only toward the nationals of Israel but to all peoples and all nations. The third and last part reveals how the followers of Jesus carried on his proposals: how they established themselves, how they organized themselves and how they propagated the legacy of Jesus. It also reveals the characters which stood out after the ascension of Jesus and the role of each one in the propagation of the Gospel and in the consolidation of Christianity, the structure that followed the Jesus Movement.

Den schweiziske musikern och pedagogen Emile Jaques-Dalcroze utvecklade under sin livstid den rörelsebaserade musikpedagogiska metod som i dag går under namnet rytmik. Syftet med denna magisteruppsats är att undersöka uppkomsten och den tidiga utvecklingen av Jaques-Dalcrozes ursprungliga rytmik och framför allt solfège – rörelsebaserad gehörsträning – som är ett av dess huvudmoment. För att finna svar på frågan om hur Jaques-Dalcrozes egen historia påverkade hans val av pedagogisk inriktning för hans gehörsundervisning och på frågan om på vilket sätt samtiden påverkade framväxten och mottagandet av solfègen, undersöks Jaques-Dalcrozes liv fram till 1906 samt kulturella, pedagogiska och andra samhälleliga strömningar under 1800-talet. Utgångspunkten är i historisk metod och med ett hermeneutiskt perspektiv och resultatet presenteras i en delvis biografisk form. Undersökningen visar att Jaques-Dalcroze tveklöst influerades av samtiden och påverkades av människor som kom i hans närhet, framför allt hans pianolärare de Senger, Prosnitz och Lussy, violinisten Ysaÿe, psykologen Claparède och Jaques-Dalcrozes kollegor Gorter, Boepple och Chassevant. Pestalozzi, Nägeli och Fröbel var pedagoger vars idéer återspeglas i Jaques-Dalcrozes metod. De olika influenserna i synergi med hans egen personliga historia och förutsättningar var det som ledde fram till utvecklingen av rytmiken. / During his lifetime the Swiss musician and pedagogue Emile Jaques-Dalcroze developed Dalcroze-Eurhythmics, a movement-based methodology in music education. The purpose of the present study is to explore the early development of Jaques-Dalcroze’s original Eurhythmics and especially solfège – movement based aural training – which is one of its main fields. This study aims to fathom Jaques-Dalcrozes life up to the year 1906, as well as the cultural, pedagogical and other societal tendencies during the 19th century to investigate how Jaques-Dalcroze’s personal history influenced his choice of pedagogical emphasis for his aural training, and how contemporary society in his time influenced the development and reception of Eurhythmics and solfège. The methodological basis of the study is historical with a hermeneutic perspective. The result is partly presented in a biographical form. The study shows that Jaques-Dalcroze was without doubt influenced by the world of his time, and was affected by people in his milieu, particularly his piano teachers de Senger, Prosnitz and Lussy, the virtuoso violinist Ysaÿe, the psychologist Claparède and the colleges of Jaques-Dalcroze Gorter, Boepple and Chassevant. Pestalozzi, Nägeli and Fröbel were pedagogues whose ideas were mirrored in the method of Jaques-Dalcroze. These different influences, in synergy with his own personal history and preconditions, led to the development of Dalcroze-Eurhythmics.

MATOS, Rosângela da Luz. Juventude, arte e poesia: a constituição histórica do CRIA – Centro de Referência Integral de Adolescentes. 2008. 173f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Sociologia, Fortaleza (CE), 2008. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-21T11:40:29Z No. of bitstreams: 1 2008-TESE-RLMATOS.pdf: 1149031 bytes, checksum: c509ade374e5078e5c3735042dd6e6ec (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-21T13:19:03Z (GMT) No. of bitstreams: 1 2008-TESE-RLMATOS.pdf: 1149031 bytes, checksum: c509ade374e5078e5c3735042dd6e6ec (MD5) / Made available in DSpace on 2013-10-21T13:19:03Z (GMT). No. of bitstreams: 1 2008-TESE-RLMATOS.pdf: 1149031 bytes, checksum: c509ade374e5078e5c3735042dd6e6ec (MD5) Previous issue date: 2008 / This research was used in Method History (arch-genealogy), to learn the meanings of teaching practices and proposals offered to young people who are integrated into programs and / or educational projects in a non-school institution. The empirical field was the CRIA – Centro de Referência Integral de Adolescentes, an NGO working since 1994 with artistic training for young people 10-18 years of age in the city of Salvador. The procedures for doing file were executed by means of descriptive exercises, taking as reference documents, records of interviews, ethnographic observations and diaries made ​​over a year, with the activities of NGOs in the arts practiced. These exercises reinforced a narrative text in which CRIA is understood as an institution that exists from historicities local, regional and individual asserting the claim that educating through art is an argument that extends the meaning of life and puts, adolescents and young given the need to forge himself in relation to culture and the present. The education activities undertaken by NGOs have a handy reference of the city, theatrical experimentation, clown and poetry; implementation of policies of art and culture in the context of formal education and community which young people are linked. / Esta pesquisa se utiliza do Método Histórico, proposto por Michel Foucault, para conhecer o CRIA – Centro de Referência Integral de Adolescentes, ONG que trabalha, desde 1994, com formação artística para jovens, de 10 a 18 anos de idade, na cidade de Salvador. Os procedimentos de fazer arquivo foram executados por de meio de exercícios descritivos, tomando por referência documentos, registros de entrevistas, observações e diários etnográficos realizados ao longo de um ano, junto às atividades de artes praticadas na ONG. Esses exercícios consolidaram um texto narrativo no qual o CRIA é compreendido como instituição que existe a partir de historicidades locais, regionais e individuais afirmando a tese de que educar através da arte é um argumento que amplia os sentidos da vida e conduz adolescentes e jovens ao experimento de auto-criação de si, de seu laços com a cultura e com o presente. As ações de educação empreendidas pela ONG têm por referência práticas de cidade, experimentação teatral e poética e a implementação de políticas de arte e cultura no âmbito da educação formal de jovens. Neste sentido apresenta-se uma discussão sobre a juventude no terreno da historia social e no campo da sociologia, em especial a relação educação escolar e trabalho capitalista, bem como juventude e práticas de cultura com vistas a explicitar os nomes da juventude que a modernidade ocidental celebrou como verdadeiros. Finalmente apresenta-se um ensaio sobre a juventude que, inspirado em Nietzsche, procura pôr em cena diálogos da razão trágica a que o CRIA expõe os jovens que fazem formação em artes. Palavras chaves: Juventude; Arte; Educação; Método Histórico, Razão Trágica.

A presente Tese compreende uma análise de três componentes estreitamente relacionados do pensamento de Pierre Duhem (1861-1916), a saber, a historiografia da ciência, a filosofia da história e o método histórico. Na primeira parte, examinamos as relações essenciais estabelecidas entre o método histórico e a filosofia da história duhemianas. Na segunda, nossa atenção volta-se para o estudo de alguns aspectos da historiografia de nosso autor que têm sido negligenciados pela literatura secundária, em especial, a sua concepção das revoluções científicas. Acreditamos ser possível compor uma interpretação sintética que harmonize, sem incoerências, as afirmações que conduzem os comentadores a vê-lo como um continuísta estrito e, por outro lado, algumas passagens esquecidas que tendem a reforçar uma interpretação descontinuísta. / The present Thesis encompasses an analysis of three closely related components of Pierre Duhems thought, namely, the historiography of science, the philosophy of history and the historical method. In the first part, we examine the essential relationships established between the Duhemian historical method and his philosophy of history. In the second part, our attention turns to the study of some aspects of Duhems historiography that have been neglected by the secondary literature, particularly, the Duhemian conception of scientific revolutions. We believe that it is possible to compose a synthetic interpretation that harmonizes, without inconsistencies, on the one hand, the assertions of the French historian that led the commentators to see him as a strict continuist and, on the other hand, some other forgotten passages that tend to reinforce a discontinuist interpretation.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta pesquisa se utiliza do MÃtodo HistÃrico, proposto por Michel Foucault, para conhecer o CRIA â Centro de ReferÃncia Integral de Adolescentes, ONG que trabalha, desde 1994, com formaÃÃo artÃstica para jovens, de 10 a 18 anos de idade, na cidade de Salvador. Os procedimentos de fazer arquivo foram executados por de meio de exercÃcios descritivos, tomando por referÃncia documentos, registros de entrevistas, observaÃÃes e diÃrios etnogrÃficos realizados ao longo de um ano, junto Ãs atividades de artes praticadas na ONG. Esses exercÃcios consolidaram um texto narrativo no qual o CRIA à compreendido como instituiÃÃo que existe a partir de historicidades locais, regionais e individuais afirmando a tese de que educar atravÃs da arte à um argumento que amplia os sentidos da vida e conduz adolescentes e jovens ao experimento de auto-criaÃÃo de si, de seu laÃos com a cultura e com o presente. As aÃÃes de educaÃÃo empreendidas pela ONG tÃm por referÃncia prÃticas de cidade, experimentaÃÃo teatral e poÃtica e a implementaÃÃo de polÃticas de arte e cultura no Ãmbito da educaÃÃo formal de jovens. Neste sentido apresenta-se uma discussÃo sobre a juventude no terreno da historia social e no campo da sociologia, em especial a relaÃÃo educaÃÃo escolar e trabalho capitalista, bem como juventude e prÃticas de cultura com vistas a explicitar os nomes da juventude que a modernidade ocidental celebrou como verdadeiros. Finalmente apresenta-se um ensaio sobre a juventude que, inspirado em Nietzsche, procura pÃr em cena diÃlogos da razÃo trÃgica a que o CRIA expÃe os jovens que fazem formaÃÃo em artes. Palavras chaves: Juventude; Arte; EducaÃÃo; MÃtodo HistÃrico, RazÃo TrÃgica. / This research was used in Method History (arch-genealogy), to learn the meanings of teaching practices and proposals offered to young people who are integrated into programs and / or educational projects in a non-school institution. The empirical field was the CRIA â Centro de ReferÃncia Integral de Adolescentes, an NGO working since 1994 with artistic training for young people 10-18 years of age in the city of Salvador. The procedures for doing file were executed by means of descriptive exercises, taking as reference documents, records of interviews, ethnographic observations and diaries made ​​over a year, with the activities of NGOs in the arts practiced. These exercises reinforced a narrative text in which CRIA is understood as an institution that exists from historicities local, regional and individual asserting the claim that educating through art is an argument that extends the meaning of life and puts, adolescents and young given the need to forge himself in relation to culture and the present. The education activities undertaken by NGOs have a handy reference of the city, theatrical experimentation, clown and poetry; implementation of policies of art and culture in the context of formal education and community which young people are linked.

This diploma thesis deals with the critical discourse analysis (CDA) of the media texts concerning the abolition of the Women's Scenes Photographic Exhibition: Scenes in the Library within the framework of the Week of Science and Technology Week of the Academy of Sciences of the Czech Republic. The aim of the thesis is to map out linguistic and narrative strategies aimed at achieving communication success and dominance within the discourse of the event. During the elaboration of the theme, a corpus was created, containing 61 texts published in printed media, Internet media, radio and television news coverage during October 2015 to January 2016. The analysis criticizes Ruth Wodak's qualitative discourse- historical method (DHA) for central themes, concepts, social Actors and stereotypes, and these findings are confronted with the relevant socio-historical context of the development of the women's movement in the world and Czech context, the education of women and their position in society.

Cette thèse porte sur la construction de la figure du consommateur pauvre en France. Plus spécifiquement, nous nous intéressons aux mécanismes qui sous-tendent le sentiment d’appartenance à la société de consommation pour les travailleurs pauvres. En nous inspirant des travaux de Michel Foucault, nous mettons à jour la manière dont la consommation et les acteurs du marché ont un rôle historiquement décisif dans la construction de formes de gouvernementalité. A cet effet, nous avons conduit une recherche historique afin de comprendre les transformations des représentations sur les pauvres en France depuis les années 1950. Parallèlement, nous avons réalisé des entretiens longs et des collages auprès de 16 travailleurs pauvres en France, afin de comprendre leur interprétation de cette appartenance. Notre analyse interprétative révèle que les discours de consommation des travailleurs pauvres sont structurés autour de la notion de responsabilisation. La responsabilisation agit comme un dispositif au sens foucaldien, qui influence trois types d’appartenance de ces individus à la société de consommation : une appartenance légitime, une appartenance compétente et une appartenance modérée. Nous concluons cette recherche par une discussion sur les implications de la responsabilisation sur le processus de construction de lien social des ravailleurs pauvres. Nous mettons en valeur les implications de cette analyse pour les entreprises et certains organismes publics qui sont aujourd’hui de plus en plus enclins à « cibler » les consommateurs pauvres. / This thesis focuses on the construction of the poor consumer figure in France. Specifically, we are interested in the mechanisms underlying the sense of belonging to the consumption society in the case of working poor people. Inspired by Michel Foucault’s works, we are looking at the decisive historical role of consumption and market actors in the shaping of specific forms of governmentality. To this end, we have conducted a historical research in order to understand the transformations of the representations of poor people in France since the 1950s. In parallel, we have completed long interviews and collages with 16 working poor people in France, in order to understand their interpretation of this belonging. Our interpretive analysis reveals that working poor’s consumption discourses are produced around the notion of responsibilization. Responsibilization appears as a Foucaldian dispositif which is influencing three senses of belonging of these people to the consumption society: a legitimate one, a competent one and a moderate one. We conclude this research with a discussion on the implications of responsibilization in the working poor’s process of construction of social link. It reveals implications for the companies and public organizations which are more and more willing to “target” poor consumers.

Terence Hutchison's 1938 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In tins thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modern restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-fonnalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evaluate the nature of Hutchison's essay and to substantiate our thesis. Thereafter we highlight the shortcomings of the traditional interpretations of Hutchison's essay pointing to how these have limited Hutchison's influence in economics. / Economics / D. Litt. et Phil. (Economics)

Terence Hutchison's 193 8 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In this thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been· an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modem restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-formalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evaluate the nature of Hutchison's essay and to substantiate our thesis. Thereafter we highlight the shortcomings of the traditional interpretations of Hutchison's essay pointing to how these have limited Hutchison's influence in economics. / Economics and Management Sciences / D. Litt. et Phil. (Economics)