The aim of this study is to show how the former secretary general for the United Nations, Dag Hammarskjöld, has been portrayed by Swedish media during the 21th century. The analyzed newspapers are Svenska Dagbladet, Expressen and Jönköpings-Posten, two nationwide newspapers and one local. This is done through a content analysis and the theory used for this study is a memory-cultural perspective, in order to show how media has shaped Hammarskjöld’s memory. The content analysis is structured with a code scheme consisting of nine different code units representing different themes; three themes of symbolism, three themes of characteristic, and three themes of qualification. The result of the analysis shows that the newspapers mainly focus on portraying Hammarskjöld as a symbol for the United Nations and moral values, as a person representing determination, and as a qualified politician and diplomat. There are also no visible patterns in the content analysis that would imply differences between how the nationwide and local newspapers portray Hammarskjöld.

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É possível aprender História com sentido para a Vida? Esta pesquisa, cujo objetivo é compreender em que medida o pensamento histórico de estudantes brasileiros e portugueses apresenta aspectos de uma consciência histórica pertinente para a reflexão acerca das demandas da cultura histórica contemporânea, pautou-se por essa indagação. Em outras palavras, procurou verificar como o ensino de História, nas escolas públicas de Brasil e Portugal, tem contribuído para o desenvolvimento de uma consciência histórica que possibilite a satisfação das carências de orientação temporal e constituição de identidade na sociedade atual. Para a consecução dessa meta coletou informações com o intuito de conhecer os diferentes perfis de caráter socioeconômico e cultural dos grupos pesquisados, além de narrativas discentes geradas pela interpretação de um fato histórico comum a Brasil e Portugal - a transferência da família real portuguesa (1808). Tal material empírico foi analisado com critérios quantitativos e qualitativos, balizados pela interpretação do repertório teóricoepistemológico composto por experiências de autores de diferentes áreas do conhecimento histórico como a Filosofia da História, a Didática da História e a Educação Histórica. Este percurso possibilitou a construção de uma tipologia de análise narrativa que permite verificar as tendências de constituição do sentido histórico à orientação temporal subsumidas a grupos pesquisados. Em outras palavras, o exercício meta-histórico realizado ao longo da pesquisa permitiu a elaboração de uma tipologia que indica qual ou quais tipos de consciência histórica são predominantes nos discursos de um grupo. Finalmente, discutir com os estudantes como os conceitos estruturadores do pensamento histórico atuam para construir conhecimento, mediado pela consciência histórica subsumida à argumentação, se constitui como a proposição desta pesquisa. Potencializar as ideias históricas através de princípios metodológicos que invistam no desenvolvimento da argumentação é função intransferível do ensino de História e, por isso, conceitos metahistóricos podem ser trabalhados nas aulas do ensino básico, paulatina e progressivamente, como meios pelos quais se articula o pensamento histórico. Dessa forma, a História mostrará como é área do conhecimento fundamental para a geração de reflexão e autorreflexão acerca das experiências humanas. Aprender História com sentido para a Vida. / This research aims at understanding how far the historical thinking of Brazilian and Portuguese students present aspects of a historical consciousness relevant to discuss about Contemporary Historical Culture, in order to answer the question: is it possible to learn History with sense to life?. In other words, the aim of this work is to verify how the History teaching in the public schools in Brazil and Portugal has contributed to the development of a historical consciousness that enables the satisfaction to fulfill the lack of time orientation and identity formation in contemporary society. In order to achieve this goal, data was collected in order to know the different profiles of socioeconomic and cultural of the groups searched, beyond the students narrative about their interpretation of a common historical fact to Brazil and Portugal - the transfer of the Portuguese royal family (1808). This empirical material was analyzed with quantitative and qualitative criteria, guided by the studies on a theoretical epistemology of author experiences from different areas of historical knowledge as the Philosophy of History, the Didactic of History and the History Education. This way of study has enabled the construction of an analysis narrative typology which allows verifying the trends of historical sense formation to time orientation subsumed to groups searched. In other words, the metahistorical exercise done throughout the research allowed the development of a typology that indicates how or what types of historical consciousness are predominant in a group discourse. Finally, discuss with students how the concepts of historical thinking work to build knowledge, mediated by the historical consciousness subsumed to the argument, it is the aim of this research. Improve the historical ideas through methodological principles that invest in developing the argument is indelible function of teaching history and therefore, metahistorical concepts can be worked in class , gradually and progressively, as the means by which articulates historical thought. Thus, history will show how the area of fundamental knowledge is to generate reflection and self reflection about the human experience. Learn History with sense to Life.

Scandinavian prehistory has hitherto received little attention in the field of history didactics. In Swedish schools, it is taught in the lower grades in accordance with traditional periodization: the Stone Age, Bronze Age, Iron Age and the Viking Age. The aim of the present thesis is to provide an overview of Scandinavian prehistory as presented by 20th- and early 21st-century history textbooks and to trace its development and revisions. These revisions are situated in relation to contemporary society and concurrent developments in archaeological research. This study attempts to demonstrate the extent to which history textbooks and archaeological research correspond. In a long-term perspective, the textbooks form a developmental chain in which the gradual revision of historical culture is made manifest. As presented in the textbooks, prehistoric history expresses a historical culture valid in the context of a particular era. The concept of cultural memory, a memory that extends so far back in history that it can only be mediated by someone with expert knowledge (e.g. teachers, journalists or scholars), is applied in order to observe changes in its description. Cultural memory reveals how some stories constantly recur, while others are neglected or forgotten. The textbooks have been compared to standard archaeological works and their development and revisions have been examined from dual perspectives - "story" as cultural memory and gender. The present thesis reveals that most of the stories have been remembered and repeated for more than a century, though interpretations sometimes change along with changes in society and progress in research. A gender perspective elucidates the chores and activities ascribed to prehistoric men and women, respectively, and the changes they have undergone. Although archaeological findings have been influenced by gender research, this study indicates that society itself has had the greatest impact on the treatment of gender in the textbooks. Perceptions of "male" and "female" have changed and women have been become visible after previously being as good as ignored. Both history textbooks and archaeological research are clearly affected by general trends in society and the textbooks under investigation have evolved from focusing on nationalistic aspects and the predominance of men to assigning equal value to people of all cultures and to the sexes.

É possível aprender História com sentido para a Vida? Esta pesquisa, cujo objetivo é compreender em que medida o pensamento histórico de estudantes brasileiros e portugueses apresenta aspectos de uma consciência histórica pertinente para a reflexão acerca das demandas da cultura histórica contemporânea, pautou-se por essa indagação. Em outras palavras, procurou verificar como o ensino de História, nas escolas públicas de Brasil e Portugal, tem contribuído para o desenvolvimento de uma consciência histórica que possibilite a satisfação das carências de orientação temporal e constituição de identidade na sociedade atual. Para a consecução dessa meta coletou informações com o intuito de conhecer os diferentes perfis de caráter socioeconômico e cultural dos grupos pesquisados, além de narrativas discentes geradas pela interpretação de um fato histórico comum a Brasil e Portugal - a transferência da família real portuguesa (1808). Tal material empírico foi analisado com critérios quantitativos e qualitativos, balizados pela interpretação do repertório teóricoepistemológico composto por experiências de autores de diferentes áreas do conhecimento histórico como a Filosofia da História, a Didática da História e a Educação Histórica. Este percurso possibilitou a construção de uma tipologia de análise narrativa que permite verificar as tendências de constituição do sentido histórico à orientação temporal subsumidas a grupos pesquisados. Em outras palavras, o exercício meta-histórico realizado ao longo da pesquisa permitiu a elaboração de uma tipologia que indica qual ou quais tipos de consciência histórica são predominantes nos discursos de um grupo. Finalmente, discutir com os estudantes como os conceitos estruturadores do pensamento histórico atuam para construir conhecimento, mediado pela consciência histórica subsumida à argumentação, se constitui como a proposição desta pesquisa. Potencializar as ideias históricas através de princípios metodológicos que invistam no desenvolvimento da argumentação é função intransferível do ensino de História e, por isso, conceitos metahistóricos podem ser trabalhados nas aulas do ensino básico, paulatina e progressivamente, como meios pelos quais se articula o pensamento histórico. Dessa forma, a História mostrará como é área do conhecimento fundamental para a geração de reflexão e autorreflexão acerca das experiências humanas. Aprender História com sentido para a Vida. / This research aims at understanding how far the historical thinking of Brazilian and Portuguese students present aspects of a historical consciousness relevant to discuss about Contemporary Historical Culture, in order to answer the question: is it possible to learn History with sense to life?. In other words, the aim of this work is to verify how the History teaching in the public schools in Brazil and Portugal has contributed to the development of a historical consciousness that enables the satisfaction to fulfill the lack of time orientation and identity formation in contemporary society. In order to achieve this goal, data was collected in order to know the different profiles of socioeconomic and cultural of the groups searched, beyond the students narrative about their interpretation of a common historical fact to Brazil and Portugal - the transfer of the Portuguese royal family (1808). This empirical material was analyzed with quantitative and qualitative criteria, guided by the studies on a theoretical epistemology of author experiences from different areas of historical knowledge as the Philosophy of History, the Didactic of History and the History Education. This way of study has enabled the construction of an analysis narrative typology which allows verifying the trends of historical sense formation to time orientation subsumed to groups searched. In other words, the metahistorical exercise done throughout the research allowed the development of a typology that indicates how or what types of historical consciousness are predominant in a group discourse. Finally, discuss with students how the concepts of historical thinking work to build knowledge, mediated by the historical consciousness subsumed to the argument, it is the aim of this research. Improve the historical ideas through methodological principles that invest in developing the argument is indelible function of teaching history and therefore, metahistorical concepts can be worked in class , gradually and progressively, as the means by which articulates historical thought. Thus, history will show how the area of fundamental knowledge is to generate reflection and self reflection about the human experience. Learn History with sense to Life.

Abstract This dissertation analyzes conceptions of the nature of the Treaty of Nöteborg, signed in 1323 between Sweden and Novgorod, especially in 19th and 20th century Finnish historical research and popular literature. The methodologies used are contextualization and the sociology of science. The treaty rose to great prominence in mid-19th century periodization of Finnish history. At the time, Finnish historiography considered the Crusade Period in Finland as a showdown between Sweden and Russia and emphasized the significance of interstate treaties. The treaty has maintained its status as a cornerstone of the periodization of Finnish history up to the present. It has symbolized the Christianization and Swedification of Finland and the nationalist myth of the birth of a unified Finnish people in medieval times. With the view of an era of Karelian disunity, symbolized by the treaty, an image of history was constructed in Finnish kinship ideology from the mid-19th century up to the end of World War II. This image was used in furthering the unification of Eastern Karelia with Finland. An image of the treaty as having confirmed an ancient Karelian position of power in Northern Finland was created with the view of the border as stretching to the Bay of Bothnia. This was important particularly in the 19th century, as various nations were constructing views of their own ancient dominance in the North Calotte region. Using these border conceptions, a nationalist image of Finns as having conquered Eastern Savo and Northern Finland for Sweden in late medieval times was also created. The conception of Northern Finland as a common was created in the 1960s. This view was partially based on the 19th century Swedish nationalist conception of the border as stretching to the Arctic Sea. Especially in Savo, views of the location of one’s own locality on the ancient borderline have been used in creating a local identity in the late 20th century. The conception of the border as a dividing line between modern Western and Eastern Finland arose in early 20th century Finnish ethnology based on dubious views of settlement history and geography. The hazy source material concerning borders has been interpreted based on various theoretical background assumptions, and it has been compatible with several different theories. / Tiivistelmä Tässä väitöskirjassa analysoidaan käsityksiä Ruotsin ja Novgorodin välillä vuonna 1323 solmitun Pähkinäsaaren rauhan luonteesta erityisesti 1800- ja 1900-lukujen suomalaisessa historiantutkimuksessa ja populaarissa kirjallisuudessa. Metodeina käytetään kontekstualisointia ja tieteensosiologian metodeja. 1800-luvun keskivaiheilla Pähkinäsaaren rauha nousi merkittävään asemaan Suomen historian aikakausijaottelussa. Ajan suomalainen historiantutkimus piti Suomen ristiretkiaikaa venäläis-ruotsalaisena välienselvittelynä ja korosti valtioiden välisten sopimusten merkitystä. Rauha on säilyttänyt asemansa Suomen historian periodisoinnin kulmakivenä nykypäivään asti. Se on symboloinut Suomen kristillistymistä ja ruotsalaistumista sekä nationalistista myyttiä yhtenäisen Suomen kansan synnystä keskiajalla. Käsityksellä Pähkinäsaaren rauhan symboloimasta Karjalan hajanaisuuden ajasta rakennettiin 1800-luvun puolivälistä toisen maailmansodan loppuun heimoaatteessa historiakuvaa, jonka mukaan itäinen Karjala tulisi yhdistää Suomeen. Käsityksellä Pähkinäsaaren rauhan Pohjanlahdelle ulottuneesta rajasta luotiin 1800-luvulla kuvaa rauhan luonteesta muinaisen karjalaisvallan vahvistajana pohjoisessa Suomessa. Tällä oli merkitystä varsinkin 1800-luvulla, jolloin eri kansakunnat rakensivat näkemyksiä omasta muinaisvallastaan pohjoiskalotilla. Rajanäkemyksillä on myös rakennettu nationalistista näkemystä siitä, että suomalaiset valloittivat itäisen Savon ja pohjoisen Suomen Ruotsille myöhäiskeskiajalla. 1960-luvulla syntynyt näkemys piti Pohjois-Suomea yhteisalueena. Se perustui osittain 1800-luvun ruotsalaiseen nationalistiseen näkemykseen, jonka mukaan raja ulottui Jäämerelle. Erityisesti käsityksiä oman paikkakunnan sijainnista muinaisella rajalla on voitu käyttää etenkin Savossa paikallisen identiteetin rakentamisessa 1900-luvun lopulla. Käsitys rajasta Itä- ja Länsi-Suomen jakajana syntyi 1900-luvun alkupuolen suomalaisessa kansatieteessä kyseenalaisten maantieteellisten ja asutushistoriallisten näkemysten pohjalta. Rajoihin liittyvää epäselvää lähdemateriaalia on tulkittu useiden eri teoreettisten taustaoletusten pohjalta, ja se onkin ollut yhteensopiva useiden eri teorioiden kanssa.

The aim of this thesis is to create an analysis of cultural and social life in the city Roudnice nad Labem at times of the so called normalization period to which the company Roudnické strojírny a slévárny n. p. was really instrumental. The thesis is focused not only on the cultural and social options of the factory workers, but on all the city residents at that time. Content of the thesis is divided into four parts. The first describes the company's cooperation with the Spojený závodní klub. The second part analyzes the developement of sport activity throughout the city. The third part deals with the events organized exclusively by the company itself, while the fourth part is focused on the recreational opportunities provided by the company to its employees and their families. This part also deals with the issue of social life and free time of those, who participated in recreation. Key words: Roudnické strojírny a slévárny n. p. - normalization period - oral history - culture in Roudnici nad Labem - sport in Roudnice nad Labem.

Resumé v anglickém jazyce Summary This thesis is an attempt to show two authors and mainly two of their major works created in two different cultures, concluded by comparison of these two key works. Vladimír Neff, through his five-part cycle of novels Sňatky z rozumu (and following) dealing to the broad extent with the lives of members of Born and Nedobyl families, has proved his outstanding narrative skills which, together with a fair dose of irony and perfect knowledge of historical facts, make this pentalogy Neff's life work that in a remarkable manner made its way into the history of Czech literature. The author draws very accurate picture of Prague changing over a hundred of years and portrays the glamour of the age that is to be noted for the pursuit of economic and technological progress. Thanks to psychologically very thoroughly and accurately depicted key figures of the founders of abovementioned families, some of which were given the typically bourgeois features by Neff, the readers become close witnesses of their rise and fall. Jaroslaw Iwaszkiewicz in his relatively extensive work Čest a sláva presents the life of two generations on the historical and social background depicted in great detail. It captures the hasty and sometimes breakneck changes in the modern history and the fate of the Polish...