This work intends to study Mozambique and Angola‘s postcolonial authoritarianism and violence during the Portuguese colonial domination and the independence of these countries afterwards, trying to identify and explain its manifestations. Therefore, as corpus to this comparative study, we took Juvenal Bucuane‘s Xefina (1989), in Mozambique‘s case; and in Angola‘s case we took Manuel Rui‘s Quem me dera ser onda (1982, 1. ed.). The first one shows the circumstances where white men (representative of Portuguese colonial power) subjugates black man, through forced and inhuman works‘ imposition, of physical and psychological violence, freedom privation, the impossibility to access education and culture tools, beyond another evils. In Quem me dera ser onda, with Angola‘s independence, we verify the rise of a petit bourgeois‘ power that did nothing unless to replace the Portuguese colonizer by a new black ―colonizer‖. Manuel Rui‘s romance keeps both authoritarianism and violence, from what also comes the problem of patriarchy that configures another way of domination in this work, because there are men‘s supremacy and women‘s exploration, which are nonetheless another way of colonization. In order to proceed with this work we brought many theories, mostly about postcolonial literature, authoritarianism and violence, as well as the use of an analytical-descriptive methodology about those evils‘ manifestations in the selected corpus. It was also interesting to notice in the texts teaching and school‘s ideological role in postcolonial State which influenced a lot in social hierarchizing. Thus, we could verify authoritarianism and violence issues not only in the period of colonial domination, as carried on the post-independence period especially in Mozambique and Angola, in 1975. And its effects still go on and need to be studied until now. / O presente trabalho pretende fazer um estudo sobre o autoritarismo e a violência pós-coloniais que se verificaram em Moçambique e em Angola durante o período da dominação colonial portuguesa e logo a seguir a independência desses países, procurando identificar e explicar as suas manifestações. Para o efeito, tomou-se como corpus desse estudo comparativo, para o caso de Moçambique, a obra Xefina (1989), de Juvenal Bucuane, e para Angola a obra Quem me dera ser onda (1982, 1. ed.), de Manuel Rui, que retratam, para o caso de Xefina, as circunstâncias nas quais o homem branco, representante do poderio colonial português, subjugava o homem negro, através da imposição de trabalhos forçados e desumanos, da violência física e psicológica, da privação de liberdade, da impossibilidade de acessar os equipamentos de educação e cultura, entre outros males. Em Quem me dera ser onda, com a independência de Angola, verifica-se a ascensão ao poder de uma elite pequeno-burguês que nada fez senão a substituição do colonizador português branco por um novo ―colonizador‖ negro. O autoritarismo e a violência são igualmente mantidos de que se associa também a problemática do patriarcado que configura outra forma de dominação presente nesta novela de Manuel Rui, pois há a supremacia e a exploração da mulher pelo homem o que não deixa de ser outra forma de colonização. Para a prossecução deste trabalho, foram trazidas várias teorias, sobretudo, as referentes à matéria sobre a literatura pós-colonial, autoritarismo e violência, como também a utilização de uma metodologia analítico-descritiva a respeito das manifestações desses males no corpus selecionado. Foi igualmente interessante perceber, a partir das obras, o papel ideológico do ensino e da escola no Estado pós-colonial, que muito contribuiu para a hierarquização social. Portanto, as questões de autoritarismo e de violência não só se verificaram no período de dominação colonial, como continuaram no pósindependência, em particular em Moçambique e em Angola, verificada em 1975, e que seus efeitos continuam e merecem estudos até a atualidade.

[pt] A presente dissertação retoma os debates intelectuais e a circulação de ideias que marcaram a vida política e cultural do Brasil após a Independência em 1822, e que se deram no esteio da necessidade de construir um projeto formador da identidade nacional com vistas a garantir a consolidação da Nação e a consciência em seus habitantes de serem parte dela. Pautando as experiências brasileiras iniciais de pensar a Nação, quando esta ainda estava por formar-se, o romantismo teve no Brasil sua oportunidade histórica. Nesse sentido, buscamos investigar e debater, partindo do vínculo entre história e literatura, o projeto romântico-pedagógico da produção do poeta popular cearense Juvenal Galeno, sobretudo em sua obra mais significativa Lendas e Canções Populares, de 1865. Galeno percorreu litoral, serra e sertão cearenses, realizando pesquisas etnográficas e coletando dados em busca do volksgeist nacional. Servindo-se das manifestações da cultura popular (tradições, cantigas, linguagem, imagens, versos, lendas, festas, trabalho) e extraindo do seu cotidiano prosaico o que seria matéria de poesia, o bardo cearense produziu uma obra a partir do que chamo de operação literária, que, ao invés de consistir em mera cópia e registro folclórico da cultura popular, parte dela para, com o engenho da literatura, fazer germinar uma poesia popular cujo alcance compreenda a emancipação do povo da tutela dos que o exploram. A relação do poeta folclorista com as instituições e agremiações literárias que pululavam no Ceará na segunda metade do século XIX, tais como o Instituto Histórico, a Academia Cearense de Letras e a Padaria Espiritual, da qual foi padeiro-mor, tem especial destaque em nosso trabalho, uma vez que elucida a prática de seu engajamento em favor das letras e disseminação de novas ideias no Ceará provinciano. / [en] This dissertation takes up the intellectual debate and exchange of ideas that marked the political and cultural life of Brazil after independence in 1822, and which happened in the core of the need to build a project to form national identity in order to ensure the consolidation of the Nation and the consciousness of its inhabitants to be part of it. Basing initial Brazilian experiences of thinking nation, when it was yet to be formed, the romanticism in Brazil had a historic opportunity. In this sense, we investigate and discuss, based on the relationship between history and literature, the romantic and pedagogical production of the popular poet Juvenal Galeno (born in Ceará, northeast Brazil), especially in his most significant work Lendas e Canções Populares (Legends and Folk Songs), 1865. Galeno traveled through coast, mountain and backcountry of Ceará, conducting ethnographic research and collecting data in search of national Volksgeist. Using the manifestations of popular culture (traditions, songs, language, images, lines, legends, festivals, work) and extracting of their daily prosaic which would be matter of poetry, Juvenal Galeno produced a work from which we call literary operation which, rather than simply copying and recording folklore of popular culture, uses this concept to germinate a popular poetry whose range is the emancipation of the people from the tutelage of those who exploit them. The relation of the "folklorist" poet with literary institutions and associations that had existed in Ceará in the second half of the nineteenth century, such as the Institute of History, Academy of Ceará and Padaria Espiritual, which he was the chief baker, has a special focus, since it elucidates the practice of his engagement in favor of letters and dissemination of new ideas in Ceará provincial.

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The existence of a metaphoric female standing in for poetic style was only plainly discussed in a paper from 1987 concerned with Roman elegiac poetry. This figure is given the title of scripta puella or written woman, since her existence depends solely on the writings of an author. These females often appear to have basis in reality; however there is insufficient evidence to allow them to cross out of the realm of fantasy. The term scripta puella in poetry refers to a perfected poetic form, one the author prefers over all others, and a human form creates the illusion of a mistress. Using this form, usually described in basic terms which create an outline of a woman, a poet easily expresses his inclination towards specific poetic styles and elements. While other scholars recognize the scripta puella in elegiac poetry, little research has been done into other genres. For this thesis, the focus is on the genre called Latin verse satire. The genre contains four recognized authors: Lucilius, Horace, Persius, and Juvenal. In order to prove her existence, each collection of satires is examined in its original language and analyzed with heavy emphasis on recognizing key phrases and attributes of scriptae puellae. Her appearances can be difficult to determine, as some examples will show, yet the existence of scriptae puellae enrich modern understanding of ancient texts. In addition to the four authors, articles and books dealing with women, satire, and women in satire are consulted to aid in explanation and support. With this body of proof, scriptae puellae are shown to exist within the Latin verse satirists' texts; they act as a link between the four authors and as a link to Greek poetry, which has been considered a possible predecessor for satire. This knowledge allows for a better explanation of satire as a genre and opens up the possibilities for further study in other genres which contain women of various forms.

ANDRADE FILHO, João Batista. Juvenal Galeno e suas canções populares: reflexo do propósito educacional romântico sob os auspícios do espiritualismo eclético (1836 – 1889). 2016. 220f. - Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-26T11:16:30Z No. of bitstreams: 1 2016_tese_jbandradefilho.pdf: 7823619 bytes, checksum: 89aec16a4acda87a4f523f4c7740215a (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-01-30T12:36:17Z (GMT) No. of bitstreams: 1 2016_tese_jbandradefilho.pdf: 7823619 bytes, checksum: 89aec16a4acda87a4f523f4c7740215a (MD5) / Made available in DSpace on 2017-01-30T12:36:17Z (GMT). No. of bitstreams: 1 2016_tese_jbandradefilho.pdf: 7823619 bytes, checksum: 89aec16a4acda87a4f523f4c7740215a (MD5) Previous issue date: 2016 / Anxieties for making Brazil a nation have boosted the formation of intellectualized middle sectors capable of conducting the human formative ideal necessary for the so - called Brazilian civilizational project in the nineteenth century. The Brazilian histori ography records, for the period, several cases and actions of intellectuals and groups, which go well with what can be called an intellectual exercise as a political attitude. But there are cases in which the intellectual exercise was also an eminently edu cational attitude, given that the ideal of nationality pursued was imprinted by the civilizational codes only achievable by the formative processes, being these the press or the school. It should be noted that the period we are dealing with, here delimited from the ends of the Regency, registers several opposing forces. Among those based on the new ideas whose nuances were in the Illustration, we emphasize the romantic side strongly influenced by the Eclectic Spiritualism, French philosophical current estab lished by Victor Cousin. Brazilian romantic intellectuals, advocating the defense of Cousin's ideas, were able to establish a debate with traditionalism, alleging the need to construct the homeland, from the institution of its education, its culture, inclu ding literature, notably poetry, and, above all, , Of its history. It can be said, therefore, that some of these intellectuals delegated to themselves a social and pedagogical mission because in the said project of country they had a clear understanding of the forging of the new man with a new mentality, unraveled from the colonialist mentality. They developed, therefore, the figure of the intellectual educator well characterized like writer of mission. Many were the intellectuals and their defenses, howeve r, it is known that the ideal of romantic education, based on Eclectic Spiritualism, was part of the tonic and desires of all who launched this mission. The poet and folklorist Juvenal Galeno, with his literature, in the form of popular songs, is very well characterized as the intellectual who shared this mentality and who, therefore, made of literature its educative mission. / Anseios por fazer do Brasil uma nação impulsionaram a formação de setores médios intelectualizados capazes de conduzir o ideal formativo humano necessário ao chamado projeto civilizatório brasileiro no século XIX. A historiografia brasileira registra, para o período, diversos casos e ações de intelectuais e grupos, que coadunam bem com o que se pode chamar de exercício intelectual como atitude política. Mas, há casos em que o exercício intelectual configurava-se também como atitude eminentemente educativa, dado que o ideal de nacionalidade perseguido era impresso pelos códigos civilizatórios somente alcançáveis pelos processos formativos, sendo estes a imprensa ou a escola. Notemos que o período do qual tratamos, aqui delimitado a partir de fins da Regência, registra diversas forças que se contrapunham. Dentre aquelas pautadas nas novas ideias cujos matizes se encontravam na Ilustração, ressaltamos a vertente romântica fortemente influenciada pelo Espiritualismo Eclético, corrente filosófica francesa estabelecida por Victor Cousin. Intelectuais românticos brasileiros, advogando a defesa das ideias cousinianas puderam estabelecer um debate com o tradicionalismo alegando a necessidade de construção da Pátria, a partir da instituição de sua educação, sua cultura, incluindo-se aí a literatura, notadamente a poesia, e, principalmente, de sua história. Pode-se dizer, portanto, que alguns desses intelectuais delegaram a si mesmos uma missão social e pedagógica porque, no referido projeto de pátria, tinham nítida a compreensão da necessidade de forja do novo homem com uma nova mentalidade, desenredada da mentalidade colonialista. Desenvolveram, portanto, a figura do intelectual educador bem caracterizado como escritor de missão. Diversos foram os intelectuais e suas defesas, porém, sabe-se que o ideal de educação romântica, pautada no Espiritualismo Eclético, fez parte da tônica e dos desejos de todos que se lançaram nessa missão. O poeta e folclorista Juvenal Galeno, com sua literatura, em forma de canções populares, está muito bem caracterizado como o intelectual que compartilhou dessa mentalidade e que, portanto, fez da literatura sua missão educadora.

L'étude de la création lexicale en latin détermine la fréquence de certaines formations, leur productivité et leur emploi, selon des périodes, des genres ou des auteurs donnés. L’analyse morphologique des néologismes poétiques rend compte des capacités du latin à innover lexicalement en puisant dans ses fonds propres. Notre présente étude s’intéresse au phénomène de la composition nominale, dont la variété des combinaisons possibles, les commodités lexicales et métriques demeurent un élément déterminant dans le renouvellement du vocabulaire poétique latin, répondant aux soucis de varietas et d’originalité des poetae fabricatores. Afin de comprendre les influences lexicales des veteres poetae sur les poètes postérieurs, cette étude part de la poésie cicéronienne (Catulle, Lucrèce et Cicéron) pour s’étendre à la période augustéenne (Virgile, Horace, Properce, Tibulle et Ovide), la plus fertile en composés nouveaux, puis à la julio-claudienne (Sénèque, Perse et Lucain) et enfin à la flavienne (Silius Italicus, Valérius Flaccus, Stace, Martial et Juvénal) en s’autorisant une comparaison avec le latin tardif. La très faible fréquence d’attestation des lexèmes poétiques, dont une grande partie constitue des hapax legomena, permet de considérer ces termes comme des créations poétiques. Ces composés nouveaux contribuent à une poïetique du sens en intensifiant le discours et en créant une enargeia propre à mettre en évidence une pensée unique. Il convient dès lors de souligner l’intérêt stylistique et sémantique que ces néologismes revêtent par la simplicité de leur formation, de leur statut de mots « possibles » et enfin de leur adaptation aux différents mètres latins, et en particulier l’hexamètre dactylique. / The study of lexical creation in Latin determines the frequency of certain formations, their productivity and their use according to given periods, types or authors. The morphological analysis of poetic neologisms shows the lexical innovative quality of Latin and its ability to feed on itself. Our study focuses on the phenomenon of compounding whose variety of possible combinations and adaptability to lexis and metrics remain crucial factors in the renewal of the Latin poetic vocabulary, thus answering the poetae fabricatores’s concerns about varietas and originality. In order to understand the lexical influences of the veteres poetae on the following poets, this study on lexical creation by nominal compounding starts from the Ciceronian period (Catullus, Lucretius and Cicero) to the Augustan Age (Virgil, Horace, Propertius, Tibullus and Ovid) – when the widest range of new compounds was created – to the Julio-Claudian period (Seneca, Persius and Lucan) to the Flavian Age (Silius Italicus, Valerius Flaccus, Statius, Martial and Juvenal), with a comparison with Late Latin. The very low frequency of the occurrences of poetic words, many of which are hapax legomena, makes it possible to regard these terms as poetic creations. These new compounds contribute to a poietic of the meaning by intensifying the speech and by creating an enargeia that reveals a single thought. We can therefore stress the stylistic and semantic interests of these neologisms due to the simplicity of their formation, their status of “possible” words and eventually their adaptation to the various Latin meters, especially the dactylic hexameter.

Submitted by Irvana Coutinho (irvana@ufpa.br) on 2017-05-10T12:19:29Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_InfanciaEducacaoCrianca.pdf: 3648024 bytes, checksum: 24537b5f250b01fa283a57f529dfac1c (MD5) / Approved for entry into archive by Irvana Coutinho (irvana@ufpa.br) on 2017-05-10T12:20:08Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_InfanciaEducacaoCrianca.pdf: 3648024 bytes, checksum: 24537b5f250b01fa283a57f529dfac1c (MD5) / Made available in DSpace on 2017-05-10T12:20:08Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_InfanciaEducacaoCrianca.pdf: 3648024 bytes, checksum: 24537b5f250b01fa283a57f529dfac1c (MD5) Previous issue date: 2015-06-19 / Inserida no campo da história social da infância na Amazônia, a tese intitulada Infância, Educação e Criança: um estudo histórico-literário nas obras Serões da Mãe Preta e Chove nos Campos de Cachoeira (1897-1920), é norteada pela seguinte questão de pesquisa: Que lugar a criança ocupa, enquanto sujeito, nas obras Serões da Mãe Preta, de Juvenal Tavares e Chove nos Campos de Cachoeira, de Dalcídio Jurandir, a partir da relação com os contextos histórico, econômico, cultural e educacional no Pará, entre os anos de 1897 a 1920? Para responder a essa questão o estudo teve como principal objetivo analisar a infância, a educação e o lugar que a criança ocupa, enquanto sujeito, nas obras Serões da Mãe Preta, de Juvenal Tavares e Chove nos Campos de Cachoeira, de Dalcídio Jurandir, a partir dos contextos histórico, sociopolítico, econômico, cultural e educacional no Pará, entre os anos de 1897 a 1920. O estudo se amparou nos pressupostos teórico-metodológicos da Nova História Cultural, com ênfase nos conceitos de representação, práticas e apropriação, e nas relações estabelecidas entre história e literatura associadas à concepção sociológica de infância. O recorte temporal abrange o período de 1897 a 1920. O marco inicial demarca o auge do ciclo da borracha com favorecimento aos investimentos do governo republicano na formação da criança, o que ocasionou a publicação da obra Serões da Mãe Preta para a leitura infantil nas escolas do Pará. O marco final reside em retratar o pós-ciclo da borracha, contexto político de ambientação da obra Chove nos Campos de Cachoeira. Em constante diálogo com a bibliografia e com o contexto histórico, sociopolítico, econômico, cultural e educacional, a análise do corpus formado pelas referidas obras, considerou a proposição de articular o autor, o lugar do seu discurso, suas ideias, suas produções e suas relações sociais mais amplas, ultrapassando os limites de uma caracterização biográfica, sendo imprescindível, ainda, o uso subsidiário de fontes documentais para dialogar com os textos literários. A partir das análises, a tese aponta que os escritores fazem diferentes representações de infância, pelos diferentes lugares que a criança ocupa no discurso literário. Em Serões da Mãe Preta, há pistas de que o autor se reporta, por meio de seus personagens, a uma infância em construção, amparada por uma confortável situação econômica em que a criança é (re) apresentada como um sujeito que precisa apreender valores morais e sociais para ser reconhecida e aceita socialmente. Já em Chove nos Campos de Cachoeira, a miséria do lugar remete a uma infância pobre, em que a criança é (re) apresentada como conhecedora do seu meio, da sua situação de opressão e da vontade de romper com tudo o que lhe aflige, usando o imaginário como pano de fundo para se ausentar do mundo real caracterizado pela ausência do direito de viver e se educar dignamente. / In the field of social history of childhood in the Amazon, the thesis titled Childhood Education and Children a historical-literary study Serões da Mãe Preta and Chove nos Campos de Cachoeira (1897-1920) is guided by the following research question: Which place the child take, as a subject, in Firesides works Serões da Mãe Preta, de Juvenal Tavares and Chove nos Campos de Cachoeira,de Dalcídio Jurandir, from the relationship with the historical contexts, economic, cultural and educational in State o Para, between the years 1897 to 1920? To answer this question, the study’s main idea was to examine childhood, education and the place that the child occupies, as a subject, in Firesides works of Serões da Mae Preta, de Juvenal Tavares and Chove nos Campos de Cachoeira, de Dalcídio Jurandir, the from the historical contexts, socio-political, economic, cultural and educational in State of Para, between the years 1897-1920. The study was based on the theoretical and methodological assumptions of the New Cultural History, with an emphasis on the concepts of representation, practices and ownership, and the relationships established between history and literature associated with the sociological concept of childhood. The first milestone marks the height of the rubber boom, favoring the republican government’s investment in childhood education, leading to the publication of the fireside work Mãe Preta for children's reading in schools in the state of Pará. The end of cycle rubber shows political context of firesides work of Chove nos Campos de Cachoeira. In constant dialogue with the literature and the historical, political, economic, cultural and educational context, the corpus of analysis made by these works considers the proposition articulated by the author. The place of his speech, his ideas, his productions and his broader social relations overtaking the limits of a biographical characterization are indispensable. Also, it uses subsidiary documentary sources to dialogue with literary texts. From the analysis, the thesis points out that those writers do different childhood representations displaying the different places that the child occupies in the literary discourse. In Serões da Mãe Preta, there are clues that the author reports, through his characters, to a childhood under construction supported by a comfortable economic situation in which the child is represented as a person who needs to learn moral values and social to be recognized and accepted socially. Already in the Chove nos Campos de Cachoeira, the misery of the place refers to a poor childhood. The child is represented as knowledgeable of their environment, their situation of oppression and the will to break away from that which ails them, using imagery as a backdrop to leave the real world, characterized by the absence of the right to live and educate in dignity.

GADELHA, Georgina da Silva.Os saberes do corpo: a “medicina caseira” e as práticas populares de cura no Ceará (1860-1919). 2007. 187 f. Dissertação (Mestrado em História) - Universidade Federal do Ceará, Departamento de História, Programa de Pós-Graduação em História Social, Fortaleza-ce, 2007. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-06-25T14:24:39Z No. of bitstreams: 1 2007_Dis_GSGadelha.pdf: 1613483 bytes, checksum: e3839e4512787c006c935506ce9fa662 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-25T14:32:45Z (GMT) No. of bitstreams: 1 2007_Dis_GSGadelha.pdf: 1613483 bytes, checksum: e3839e4512787c006c935506ce9fa662 (MD5) / Made available in DSpace on 2012-06-25T14:32:45Z (GMT). No. of bitstreams: 1 2007_Dis_GSGadelha.pdf: 1613483 bytes, checksum: e3839e4512787c006c935506ce9fa662 (MD5) Previous issue date: 2007 / The actual dissertation aims to reflect about the popular practices of healing and medical science in the state of Ceará, Brazil, during the second half of the 19th century. The book “Medicina Caseira” (organized in 1919 by Juvenal Galeno) was taken as analysis source and object, because it showed itself as a disturbing production, since it deals with homemade recipes, popular practices of healing during that period, in a moment that medical science in Ceará was beginning to structure itself as a legitimating science of health and disease. Througt the process of investigation, some points of convergence and divergence were found out among the practices of healing that are related with scientific and popular knowledge. Such a perception allowed us to think about how these popular practices of healing are found at the present time and even, in some cases, were appropriated into the scientific medicine in its processo of affirmation while intervening practice in the social arena and in its search of institutionalization. / O presente trabalho de pesquisa busca refletir sobre as práticas populares de cura e a ciência médica no Ceará durante a segunda metade do século XIX. Tomamos o livro Medicina Caseira de Juvenal Galeno como fonte e objeto de análise, uma vez que o livro se apresentou como uma produção inquietante, por se tratar de um livro de receitas caseiras, com práticas populares de cura, coletadas durante a segunda metade do século XIX e organizado em 1919, período em que a medicina científica no Ceará começava a se estruturar enquanto ciência legitimadora da doença e da saúde. Ao longo do processo de investigação, localizamos pontos de aproximações e distanciamentos entre as práticas de cura que envolvem o saber científico e popular. Tal percepção nos possibilitou refletir sobre como as práticas populares de cura permaneceram presentes e até, em alguns casos, foram apropriadas pela medicina científica no seu processo de afirmação enquanto prática de intervenção no meio social e na sua busca de institucionalização.

Adoptée au lendemain de la Libération par le Gouvernement provisoire de la République française, l’ordonnance du 2 février 1945 établit toute une série de principes qui, encore aujourd’hui, forment le socle du droit pénal des mineurs. Ainsi, la responsabilité progressive par paliers calquée sur l’évolution du discernement, la primauté de l’éducation sur la répression, la mitigation des peines ou encore l’adaptation des procédures, sont autant de règles dérogatoires qui structurent et orientent le traitement juridique de l’enfance coupable. Cet ensemble forme, selon l’expression consacrée, les « principes directeurs » du droit pénal des mineurs. Le recours à une étude historique permet de mieux comprendre la construction progressive du droit pénal des mineurs contemporain. / The order of February 2nd 1945 which was adopted in the aftermath of the Liberation by the Provisional Government of the French Republic establishes a series of principles which shape the base of juvenal criminal law. Thus the progressive liability in stages modelled on the development of discernment, the superiority of education on repression, the mitigation of sentences, but also the procedure adjustment, are as many derogating rules structuring and guiding the legal treatment of guilty childhood. To use the hallowed phrase, this combination constitutes the « guiding principles » of juvenal criminal law. The submission to a historical study allows a better understanding of the contemporary gradual building up of juvenal criminal law.