The overall purpose of the thesis is to examine the shaping of the identity of the municipality. One empirical question raised in the dissertation is how the municipal museum has been established as a part of the municipal administration. This is done through an empirical study of the municipality of Eskilstuna in the period 1959-2000 and its official historical narration. I have analyzed four cases where historical narration was produced, mainly by the city museum. These cases are: a city Jubilee in 1959, the building of a city museum in 1979, a city exhibition in 2000 and the documentary work of the museums in relation to contemporary society (Samdok). The historical narration of the municipality over time has some perspectives in common; it is mainly a genetical narration where the municipality’s character is transformation and development. Even if some themes change over time, this has been one basic element. The place that is in focus is also constant, the industrial sections of Eskilstuna. This means that a rather large area is excluded in the narrative. However it is important to emphasize one thing here, that the rural areas are mainly represented by prehistoric times up to the Middle Ages. The manifestation of identity is therefore problematic. The city, however, is associated with symbols of transformation, modernity and development. But even if the main perspective in the narrative is that of transformation, there is a more antiquarian or traditional part as well. Here the museum building plays an important part; the museum has been built up in what can be called the historical industrial milieu. There is one more aspect of the identity of the municipality that must be emphasized here. In many ways, the municipality has used symbols and epochs from national history, for example the Middle Ages, national saints, industrialization etc. In this way the municipality is constructed as a part of something typically Swedish. Even if there were permanent features in the narration, change and new perspectives were also included, such as immigrants, women and pop culture.

Essa dissertação caracteriza-se como um estudo de casos realizado em duas escolas da Rede Municipal de Ensino de Porto Alegre. Com desenho metodológico descritivo-explicativo, a pesquisa apresenta a seguinte questão norteadora: “Quais os efeitos político-pedagógicos produzidos pela prática da Capoeira no contexto escolar na compreensão dos coletivos docentes de duas escolas da RME-POA?”. Os instrumentos utilizados para a construção de informações foram: questionários, entrevistas semi-estruturadas e análise de documentos. A dissertação apresenta reflexões a partir das informações construídas, as quais expressam uma multiplicidade de impressões e de significações atribuídas a essa manifestação da cultura popular afro-brasileira na compreensão dos coletivos docentes. Sustentam o referencial teórico, especificamente relacionado à educação escolar, os conceitos: histórias e culturas afro-brasileiras; currículo e poder; contra cultura escolar. A partir da triangulação das informações emergiram cinco categorias que foram identificadas como os efeitos político-pedagógicos produzidos pela prática da Capoeira na escola: Disciplina, respeito, convívio; Som, música, barulho; O Pedagógico; Ocupação de espaços: físico, político, simbólico; Religião, religiosidade e enfrentamentos institucionais. Foi possível obervar que a prática da Capoeira na escola produz efeitos político-pedagógicos significativos, ocupando lugares diversos nos espaços escolares e na educação de crianças e adolescentes. É avaliada como um elemento educacional de relevância sociocultural por sua história de resistência, em especial à escravidão brasileira, bem como uma atividade que promove a acessibilidade e a igualdade, em que as relações interpessoais se constituem de forma horizontal, respeitando os diferentes saberes. Entretanto, também é avaliada como atividade que perturba o ambiente escolar, desconcentrando as crianças e os(as) adolescentes, prejudicando a aprendizagem dos conteúdos “de sala de aula”. Os efeitos produzidos provocam desacomodações ideológicas, sugerindo a revisão de princípios educacionais tradicionais e inovações nas práticas pedagógicas com ações individuais e coletivas. / This dissertation is characterized as a case study carried out in two schools of the Municipal Network of Education of Porto Alegre. With descriptive-explanatory methodological design, the research presents the following guiding question: "What are the political-pedagogical effects produced by the practice of Capoeira in the school context in the understanding of the teaching collectives of two RME-POA schools?" The instruments used to construct information were: questionnaires, semi-structured interviews and document analysis. The dissertation presents reflections based on the information constructed, which expresses a multiplicity of impressions and meanings attributed to this manifestation of Afro-Brazilian popular culture in the understanding of the teaching collectives. They support the theoretical reference, specifically related to school education, the concepts: Afro-Brazilian histories and cultures; curriculum and power; against school culture. From the information triangulation emerged five categories that were identified as the political-pedagogical effects produced by the practice of Capoeira in school: Discipline, respect, conviviality; Sound, music, noise; The Pedagogical Occupation of spaces: physical, political, symbolic; Religion, religiosity and institutional confrontations. It was possible to observe that the practice of Capoeira in school produces significant political-pedagogical effects, occupying diverse places in the school spaces and the education of children and adolescents. It is evaluated as an educational element of socio-cultural relevance due to its history of resistance, in particular to Brazilian slavery, as well as an activity that promotes accessibility and equality, in which interpersonal relationships are horizontal, while respecting different knowledge. However, it is also evaluated as an activity that disturbs the school environment, deconcentrating children and adolescents, impairing the learning of "classroom" content. The effects produced provoke ideological discomforts, suggesting the revision of traditional educational principles and innovations in pedagogical practices with individual and collective actions.

Essa dissertação caracteriza-se como um estudo de casos realizado em duas escolas da Rede Municipal de Ensino de Porto Alegre. Com desenho metodológico descritivo-explicativo, a pesquisa apresenta a seguinte questão norteadora: “Quais os efeitos político-pedagógicos produzidos pela prática da Capoeira no contexto escolar na compreensão dos coletivos docentes de duas escolas da RME-POA?”. Os instrumentos utilizados para a construção de informações foram: questionários, entrevistas semi-estruturadas e análise de documentos. A dissertação apresenta reflexões a partir das informações construídas, as quais expressam uma multiplicidade de impressões e de significações atribuídas a essa manifestação da cultura popular afro-brasileira na compreensão dos coletivos docentes. Sustentam o referencial teórico, especificamente relacionado à educação escolar, os conceitos: histórias e culturas afro-brasileiras; currículo e poder; contra cultura escolar. A partir da triangulação das informações emergiram cinco categorias que foram identificadas como os efeitos político-pedagógicos produzidos pela prática da Capoeira na escola: Disciplina, respeito, convívio; Som, música, barulho; O Pedagógico; Ocupação de espaços: físico, político, simbólico; Religião, religiosidade e enfrentamentos institucionais. Foi possível obervar que a prática da Capoeira na escola produz efeitos político-pedagógicos significativos, ocupando lugares diversos nos espaços escolares e na educação de crianças e adolescentes. É avaliada como um elemento educacional de relevância sociocultural por sua história de resistência, em especial à escravidão brasileira, bem como uma atividade que promove a acessibilidade e a igualdade, em que as relações interpessoais se constituem de forma horizontal, respeitando os diferentes saberes. Entretanto, também é avaliada como atividade que perturba o ambiente escolar, desconcentrando as crianças e os(as) adolescentes, prejudicando a aprendizagem dos conteúdos “de sala de aula”. Os efeitos produzidos provocam desacomodações ideológicas, sugerindo a revisão de princípios educacionais tradicionais e inovações nas práticas pedagógicas com ações individuais e coletivas. / This dissertation is characterized as a case study carried out in two schools of the Municipal Network of Education of Porto Alegre. With descriptive-explanatory methodological design, the research presents the following guiding question: "What are the political-pedagogical effects produced by the practice of Capoeira in the school context in the understanding of the teaching collectives of two RME-POA schools?" The instruments used to construct information were: questionnaires, semi-structured interviews and document analysis. The dissertation presents reflections based on the information constructed, which expresses a multiplicity of impressions and meanings attributed to this manifestation of Afro-Brazilian popular culture in the understanding of the teaching collectives. They support the theoretical reference, specifically related to school education, the concepts: Afro-Brazilian histories and cultures; curriculum and power; against school culture. From the information triangulation emerged five categories that were identified as the political-pedagogical effects produced by the practice of Capoeira in school: Discipline, respect, conviviality; Sound, music, noise; The Pedagogical Occupation of spaces: physical, political, symbolic; Religion, religiosity and institutional confrontations. It was possible to observe that the practice of Capoeira in school produces significant political-pedagogical effects, occupying diverse places in the school spaces and the education of children and adolescents. It is evaluated as an educational element of socio-cultural relevance due to its history of resistance, in particular to Brazilian slavery, as well as an activity that promotes accessibility and equality, in which interpersonal relationships are horizontal, while respecting different knowledge. However, it is also evaluated as an activity that disturbs the school environment, deconcentrating children and adolescents, impairing the learning of "classroom" content. The effects produced provoke ideological discomforts, suggesting the revision of traditional educational principles and innovations in pedagogical practices with individual and collective actions.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-25T19:56:25Z No. of bitstreams: 1 fernandaferreiramotadesena.pdf: 1063989 bytes, checksum: e9ecccf0f99aa664608ccfdae9a90f37 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T00:40:53Z (GMT) No. of bitstreams: 1 fernandaferreiramotadesena.pdf: 1063989 bytes, checksum: e9ecccf0f99aa664608ccfdae9a90f37 (MD5) / Made available in DSpace on 2016-05-02T00:40:53Z (GMT). No. of bitstreams: 1 fernandaferreiramotadesena.pdf: 1063989 bytes, checksum: e9ecccf0f99aa664608ccfdae9a90f37 (MD5) Previous issue date: 2015-01-29 / A presente dissertação tem como objetivo analisar a implementação da lei 10.639/03, que alterou a Lei de Diretrizes e Bases da Educação Nacional, Lei 9.394/96, que dispõe sobre a obrigatoriedade da temática “História e Cultura Afro-Brasileira” na Educação Básica. Esta pesquisa constitui-se num estudo de caso que pretende observar como uma escola de educação infantil se organizou para trabalhar tal temática e conteúdo, tentando perceber como as proposições curriculares da RME-BH se articulam com o conteúdo da lei 10.639/03 e como esses conteúdos vem sendo trabalhado numa escola de educação infantil. Além disso, analisar as ações propostas pela equipe gestora e pelos professores para implementar a lei 10.639/03 na sua educação infantil, que tipo de trabalho vem sendo realizados pelos professores, a partir de quais bases teóricas tais intervenções vem se constituindo e como o tema se articula com o projeto político pedagógico (PPP) de uma forma mais ampla, além de apresentar ao final um projeto de ação educacional (PAE) para a escola. Os resultados apresentados foram feitos com base em instrumentos de pesquisa qualitativa que possui como uma das grandes vantagens a possibilidade de trazer à tona toda a carga de valores e toda a riqueza de emoções vivenciadas pelos entrevistados, além de permitir uma interpretação mais contextualizada dos fatos encontrados. A pesquisa foi realizada em uma Unidade Municipal de Educação Infantil (UMEI) da Rede Municipal de Educação de Belo Horizonte - RME-BH, utilizando instrumentais de pesquisa social tais como observação participante, análise documental, levantamento bibliográfico sobre o tema e a aplicação de entrevista semi-estruturada. Algumas conclusões deste estudo foram possibilitar o entendimento mais amplo sobre a temática por parte das professoras e incentivar a ampliação do tema não apenas por parte da equipe gestora. Trabalhar as questões étnico-raciais e culturais com crianças pequenas pode trazer resultados positivos, uma vez em que passam a considerar as diferenças (não apenas as ligadas ao tom da pele) como algo presente no seu dia a dia. / This paper aims to analyze the implementation of the Law Nº 10.639/2003. This Law, which amended the Law of Directives and Bases of National Education (Law Nº 9.394/1996), included the topic “Afro-Brazilian History and Culture” as a mandatory part of the Child Education Curriculum. The present research is based on a Case Study and has the intention of observing how a Child Education school organized itself in order to put such topic and the contents of this Law into practice. This paper tries to understand how curricular proposals of the municipal education system at Belo Horizonte are related to the contents of the Law Nº 10.639/2003 and how such contents have been carried out at a child education school. In addition, we intend to analyze, first, the actions suggested by teachers as well as the management board to implement the Law Nº 10.639/2003 in Child Education; second, what kind of interventions are being performed by teachers; third, which theoretical literature supports such interventions and, finally, how the topic of Afro-Brazilian History and Culture articulates, in a larger scale, to the political pedagogical project (PPP). At the end of the project, we intend to suggest an Educational Actions Project (PAE) for the school analyzed in this research. The results presented in this paper were achieved through qualitative research which enabled to bring forward the full load of values and all richness of emotions experienced by the interviewees. This method also allowed a contextualized reading of the facts that were found. The research took place at a Child Education Unit (UMEI) of Belo Horizonte municipal Education System (RME – BH) and the following tools for social research were applied for data collection: participant observation, document analysis, literature review about the topic, and semi-structured interview. Some outcomes of this study were the possibility of teachers having a larger understanding of the subject and the encouragement for expansion of this theme no only by the management board. The Assessment of ethno-racial and cultural issues with young children can produce positive results, since they begin to think about differences (not only those related to skin tone) as something existent in their daily life.

TITLE: Teaching of History of Medieval clothing of History at Vocational secondary school AUTHOR: Veronika Raubicová DEPARTMENT: Department of History and History Didactics SUPERVISOR: PhDr. Hana Havlůjová, Ph.D. ABSTRACT: The thesis is focused on application of comprehensive knowledge of medieval clothing in education of the first-year students at humanities and art upper-secondary schools. The theoretical knowledge will be used for creating didactic programme from which the students will learn basic facts about clothing and its importance for medieval culture and society. The students should also realize how medieval cultural heritage influences the recent clothing and fashion. The programme involves different educational methods. The efficiency of the programme and its methods will be shown analysing the students' final products. In case the programme is successful, it will be offered to other schools with the same or similar curriculum. As a part of the evaluation, the teachers will be interviewed and their reviews of the programme and its use in education enclosed. KEYWORDS: History of clothing, Middle Ages, Fashion, Everydayness, History, Educational program

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-08T10:18:51Z No. of bitstreams: 1 felipearaujoxavier.pdf: 1338267 bytes, checksum: 9477699549b03101217a7ca959372bc0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T16:55:40Z (GMT) No. of bitstreams: 1 felipearaujoxavier.pdf: 1338267 bytes, checksum: 9477699549b03101217a7ca959372bc0 (MD5) / Made available in DSpace on 2016-01-25T16:55:40Z (GMT). No. of bitstreams: 1 felipearaujoxavier.pdf: 1338267 bytes, checksum: 9477699549b03101217a7ca959372bc0 (MD5) Previous issue date: 2015-05-21 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como escopo abordar a complexa trajetória política e intelectual de Delio Cantimori (1904-1966), partindo da sua educação familiar mazziniana, sua aderência ao Fascismo e aos preceitos do idealismo atualista como base paradigmática de leitura do Renascimento e da política contemporânea italiana e europeia. Assim, sigo o processo de inflexão teórico vivenciado pelo estudioso italiano durante a década de 1930, quando as experiências de pesquisas dos hereges na Europa do Cinquecento e seus contatos com novas leituras e ambientes intelectuais e políticos se misturavam com as modificações dos planos do governo fascista, a decadência da fé no corporativismo, o desprestígio popular em relação do regime, o projeto expansionista italiano, o desenrolar histórico alemão e a influência da Alemanha nazista sobre a Itália. Estes fatores levaram Cantimori a se aproximar do Partido Comunista Italiano e dos preceitos teóricos do materialismo histórico. Dessa maneira, finalizo com a sua segunda desilusão política em relação às políticas culturais ideológicas do Partido Comunista Italiano, que levou o intelectual a uma profunda nostalgia de sua geração de historiadores, empenhados em leituras históricas ético-políticas, pautadas em métodos e interpretações filológicas, incompatíveis com os pressupostos ideológicos partidários, e a aproximação da tradição histórico-cultural de Jacob Burckhardt, de seu pessimismo, de seu cientificismo e de sua concepção de História como uma disciplina propedêutica. / This work is scoped to approach the complex political and intellectual trajectory of Delio Cantimori (1904-1966), from his Mazzinian family education, their adherence to Fascism and the precepts of idealism actualist as paradigmatic background reading Renaissance and contemporary Italian and European politics. So follow the theoretical turning process experienced by the Italian scholar during the 1930s, when their experience of research about the heretics in Europe of Cinquecento and his contacts with new perspectives and intellectual and political environments mingled with the modifications of the plans of the fascist government, the decline of faith in the corporatism, the popular prestige over the regime, the Italian expansionist project, the German historical progress and the influence of Nazi Germany over Italy. These factors led Cantimori to close the Italian Communist Party and theoretical precepts of historical materialism. Thus, I conclude with his second political disillusionment with the ideological cultural policies of the Italian Communist Party, which led the intellectual to a deep nostalgia for his generation of historians, committed to ethical and political historical readings, guided methods and philological interpretations, incompatible with party ideological presuppositions, the approach of the cultural-history tradition of Jacob Burckhardt, in his pessimism, his scientism and his conception of history as a propaedeutic subject.

No description available.

Den här avhandlingen tar till syfte att närmare förklara hur det i svensk 1700-talslitteratur vanligt förekommande satiriska porträtterandet av en landsman som har låtit sig påverkas av fransk kultur, i seder, språk och mode, på sådant sätt att han har blivit en ”sprätthök”, utgör en kritik av det franska kulturinflytandet. Avhandlingen visar också hur det kritiska förhållningssättet till det franska kulturinflytandet, som kanaliseras i beskrivningarna av sprätthöksfigurens förfranskade later, är inbegripet i diskurser om nationell tillhörighet, kultur, moral och språk. Det åberopade källmaterialet, till större delen från perioden 1720-1772, består av varjehanda moralsatirisk litteratur, varav sedekomedier och moraliska veckoskrifter utgör kärnan i analysen. Den analytiska delen av avhandlingen är indelad i tre större kapitel. Det första analsykapitlet tar itu med hur sprätthöksfiguren definieras i källmaterialet. Dessutom visar kapitlet hur resandet till Frankrike och i synnerhet till staden Paris, samtidigt som det ingår i tidens allmänt hållna kritik mot unga adelsmäns bildningsresande, utpekas som förklaringen till att svenskar omskapas till förfranskade sprätthökar. Det andra analyskapitlet visar hur sprätthökarna kan sägas förkroppsliga de stereotypiska föreställningarna om en moraliskt fördärvlig fransk nationalkaraktär och därigenom bidra till konstruktionen av motbilden till en svensk, dygdig och positiv nationalkaraktär. Det tredje analyskapitlet behandlar de språkideologiska motiv och den kritik mot en förfranskad umgängeskultur som kan utläsas i åsikterna om och beskrivningarna av sprätthökarnas språkbruk. / The subject of this dissertation concerns 18th century literary depictions of a certain satirical character, the fop, or in Swedish the “sprätthök”. The overall aim of this study is to investigate how the portrayals of the “sprätthök” are involved in the creation of a critical discourse on French cultural influence and how this, in turn, has a bearing on 18th century conceptions of national identity, morals, culture and language. The material referred to in this dissertation consists of Swedish 18th century literature during the period 1720-1772, mainly comedies of manners and moral weeklies. The analytical part of the dissertation is divided into three major chapters, each dealing with a certain theme. The first of these chapters addresses the question of how the “sprätthök” is defined in the source material and moreover how the criticism of educational travel abroad, to France and Paris, is part of the discussion of how young male Swedes are transformed into Frenchified fops. The second of these chapters deals with the concept of national character and how Swedish fops can be said to embody the negative image of the French national character. The third major analytical chapter concentrates on the language used by fops, and the underlying criticism based on language ideology which is thereby evoked.

This dissertation defines aspects of Russian culture which bear the marks of French influence and explores the historical origins of that influence. While it is generally acknowledged that Russia’s culture has been influenced by France, no systematic history of the origins of this influence has been written. Previous research has dealt only superficially with the topic, focusing almost exclusively on the Francophile preferences of society’s elite. The present study examines Russian society more broadly and explores those elements of French cultural influence still relevant today through an historical analysis of the Russian language. French loanwords found in dictionaries from the time of Peter the Great to the present are analyzed chronologically and topically, yielding the conclusion that the most significant period of long-lasting French influence was the turn of the nineteenth century and was primarily cultural in nature—including the areas of fashion, cuisine, the arts, interior design and etiquette—but was also in areas related to technology and official administration. Following this lexical analysis, other primary sources—archival documents, military memoirs, and periodical publications from the resultant period—are searched for influences in these areas, especially during the period’s two major Franco-Russian events: the wave of immigration to Russia following the French Revolution and Russia’s war with Napoleon. The former facilitated deep cultural enrichment as native Frenchmen and French women, engaged in various occupations, acted as cultural mentors to the Russian nobility. The latter facilitated broad cultural immersion as tens of thousands of Russian troops—noble and common alike—marched into France and experienced French culture firsthand. This dissertation concludes that both of these explosive events, though by no means the beginning of French influence, were unique in the depth and permanence of their mark upon Russia’s culture.

Esta pesquisa investiga o cenário musical paulistano entre os anos 1890 e 1930 tendo como referência o papel especial que desempenharam as bandas de música. Foi extraordinária a presença delas no cotidiano da cidade neste período, tanto para a divulgação musical como para as práticas de formação e profissionalização dos músicos. De certo modo, elas funcionaram como uma espécie de corporação de ofício, constituindo-se um dos raros espaços de aprendizagem profissional para a população mais pobre. Por outro lado, elas também foram instrumentos privilegiados de divulgação musical em uma época anterior à expansão dos meios eletrônicos de difusão. Neste amplo universo se destacou principalmente a Banda de Música da Força Pública do Estado de São Paulo, cuja trajetória é o foco central desta dissertação. É sobretudo a partir dela que são recuperadas práticas musicais na cidade, as inúmeras formas de difusão, os repertórios, as mudanças de gostos, as relações com o público, os processos de formação dos músicos e assim por diante. A partir das décadas de 1920 e 1930 a relação dos paulistanos com as bandas, sobretudo da Força Pública, começou a mudar substancialmente com os avanços das indústrias fonográfica e radiofônica. Apesar da relativa presença de algumas delas nestes novos meios de produção e divulgação, a maior parte desapareceu e a militar, especialmente, teve suas representações e funções culturais e musicais muito reduzidas. É esta rara dinâmica de transformações da cultura musical paulistana tendo como fio condutor a Banda da Força Pública que esta dissertação quer captar e compreender. / This research focuses on the musical setting of Sao Paulo city from the 1890s to the 1930s and the special role of bands, whose presence in the daily life of the city was remarkable both for the dissemination of music and the professional training and practice of musicians. Bands worked as a kind of craft corporation and were one of the few possibilities of professional learning for the poorest population. In addition, bands were also privileged instruments of dissemination of music in a time prior to the expansion of electronic broadcasting. In this broad context, Sao Paulo State Public Force Music Band [Banda de Música da Força Pública do Estado de São Paulo] stood out. Having the trajectory of this band as its central focus, this master\'s thesis recovers the musical practices of São Paulo city, the innumerable forms of dissemination of music, repertoires, changes in tastes, relations with the public, the training of musicians, and so on. Since the 1920s and 1930s the relationship of Sao Paulo city inhabitants with the bands, and especially with the Public Force Band, began to change substantially due to the advances of the phonographic and radiophonic industries. Despite the relative presence of some of these bands in these new means of production and dissemination, most of them have disappeared. The cultural and musical representations and the functions of the Public Force Music Band have also decreased. Having the Public Force Band as its guiding thread, this thesis has sought to capture and understand this rare dynamics of transformations of the musical culture of São Paulo city.