This thesis entitled‚ Kopřivnice in the process of political changes in 1989/1990' consists of a description and analysis of events connected to the disintegration of the post-totalitarian authoritarian regime in Czechoslovakia and deals with the transition to democracy of the medium-sized North Moravian town, Kopřivnice. My aim is to record not only the course of political changes, but also social and economic development after 17 November 1989. In terms of time, the thesis covers the period from 1986 to the municipal election in November 1990. The first chapter describes the oral history method, its position in the modern science and in the practical part of this thesis. The second chapter deals with the characteristics of the post-totalitarian authoritarian regime in Czechoslovakia before 1989 and the pre-existing conditions for the subsequent changes which took place in Czechoslovakia and Czech society. The third chapter analyses the field of the Velvet Revolution in revolution theory terms. It examines, if it is possible to consider the change as a revolution, and it studies the events in November 1989 from the point of view of the theory of transition. The third chapter explains the basic milestones in the history of the town which influenced its development, its population structure and its...

The diploma thesis focuses on the study of the specific position of the discourses of humor in song lyrics of Czech folk music. In the introductory part, conceptual and methodological frameworks are defined for individual phenomena, which in the following part, through comprehensive perception provide their basis for narrative and literary research. In the final part of the diploma thesis this research is focused on selected practical examples of humorous narrative in the folk song, which will provide a contribution to the issue of ideal-typical concept of Czech national character.

The main aim of the study is to make a historical-biographical analysis of four selected Northern Sotho dramatic texts. Chapter one illustrates that the texts we have selected are historical dramas since they deal with the life histories of historical characters. In order to comprehend these texts, it is important to view them as evidence of oral history. The chapter also discusses the approach used by Fleischman which consists of the following parameters: authenticity, intention, reception, social function, narrative syntax and finally narrator involvement. Chapter two discusses the play Marangrang as a reflection of the consequences of Shaka's imperialism and how this affected the Eastern Transvaal in 1820. The chapter illustrates that in order to understand the life history of Marangrang, it is important to discuss it in relation to this period, popularly known as difaqane. It is clear that information about Marangrang has been deliberately distorted because of fear. Chapter three deals with the destructive consequences of Western religion on the traditional African religion. The chapter is based on the life history of Kgasane, who was murdered in 1884, allegedly for his devotion to Christianity. The chapter shows the importance of the need to make a re-interpretation of missionary writings, specifically those surrounding the Berlin Mission Society in South Africa. Chapter four focuses on the role of formal education in the destruction of the Bakgaga ba GaMphahlele history. The chapter is based on the life history of Kgosi Mmutle Ill in bringing formal education to the people of Mphahlele and how this destroyed certain traditional institutions such as chieftainship. Chapter five deals with the problems experienced by mineworkers and also shows the sufferings of Africans at the hands of the government. The chapter is based on the life of Serogole Mathobela, who once worked in the mine. Chapter six is a conclusion where the findings of the previous chapters are made. The reasons why the authors of these texts suspended certain information while highlighting other information varies from fear to propaganda. In conclusion, it is observed that in order to do justice to oral history more financial support is needed. / African Languages / D.Litt. et Phil. (African Languages)

Made available in DSpace on 2018-06-18T13:12:06Z (GMT). No. of bitstreams: 0 Previous issue date: 2015 / Com o ensejo de cultivar a memória profissional e ampliar o debate historiográfico, a presente pesquisa visa compreender a fundação da Terapia Ocupacional na cidade de São Paulo e, em especial, identificar o ethos dos profissionais engajados neste processo. Para reduzir a escala de observação e aprofundar o estudo, foi necessária a delimitação espacial – o município de São Paulo – e temporal – de 1956, ano de criação do Instituto Nacional de Reabilitação (INAR) a 1969, ano de regulamentação da profissão com o Decreto-lei 938/69. Cabe salientar que trataremos das bases, da fundação, da profissão em uma determinada cidade e não pretendemos afirmar que ela foi o berço do estabelecimento da profissão no Brasil. Dada a escassez de pesquisas de cunho historiográfico sobre a Terapia Ocupacional no país, conhecer trajetórias de vida de terapeutas ocupacionais participantes da fundação da profissão nesta cidade nos pareceu o melhor caminho a ser trilhado e, para tanto, adotamos a história oral de vida como metodologia específica da História. Findo processo de Imersão/Cristalização três categorias de análise foram discutidas, a saber: Projeto político-pedagógico; Profissão humanista fundada por mulheres; Orfandade e legado profissional. Deflagramos a constituição da profissão como resultado de um imbricado jogo de forças, interesses e discursos entre as próprias terapeutas ocupacionais no contexto de enfraquecimento político do Serviço Social e ascensão da Psicologia no interior da instituição de ensino responsável pelo primeiro curso na cidade de São Paulo. No segundo volume, as narrativas transcriadas das cinco colaboradoras serão apresentadas, além de nossa proposta de intervenção na realidade como desdobramento da pesquisa de acordo com os pressupostos do programa de mestrado profissional em que nos inserimos. / With the opportunity to cultivate professional memory and expand the historiographical debate, this research aims to understand the foundation of Occupational Therapy in the city of São Paulo and, in particular, identify the ethos of professionals engaged in this process. To reduce the scale of observation and intensify the study, the espatial delimitation was necessary - the city of São Paulo – as well as temporal delimitation - 1956, year of creation of the INAR to 1969, year of regulation of the profession . It should be noted that the research deals with the foundation of the profession in a particular city and do not intend to assert that it was the birthplace of the establishment of the profession in Brazil. We adopted the oral history of life as a methodological approach because historiagraphical researche of Occupational Therapy is scarce in this country. Ended process of Immersion/ Crystallization, three categories of analysis were discussed: Political and pedagogical project; Humanistic profession founded by women; Orphanhood and professional legacy. We understand the establishment of the profession as a result of an interwoven set of interests and discourses in their own occupational therapists in the context of political weakening of Social Work and rise of Psychology in the educational institution that offering the course in São Paulo. Finally, we will present the full narratives of the five collaborators and, as research unfolding, a proposal for intervention in reality researched.

Made available in DSpace on 2016-08-02T21:42:44Z (GMT). No. of bitstreams: 1 Leonor Correa.pdf: 814086 bytes, checksum: d4da13291597e08cfa6cf7356dbff8c9 (MD5) Previous issue date: 2007-09-21 / This work, seeking to understand how this process occurs, called "Community Development" (SOUZA, 1991), realizing it is his historical process, as well as its contemporary, which include collective and social attributes, favorable to the understanding and application of concepts the solidarity, which are part of this social category economical. For this, proposing a dialogue between the theoretical benchmark addressed in this work, with the reports of "Stories of Lives", developed in the field of research, providing a reading practice solidarity, which can arouse a new sense the community by means cultural and collective participation. The method of search, used was the "Qualitative" in character "Exploratory", and analysis of the data raised, if proceeded with inspiration "Phenomenological." The technique was used to search the experiential, through the approach of "stories of life", to understand how the subject of search, represented by Eye Live Cooperative de Confections and Doctors, in the city of Santo André and the Association for the Promotion and Human Rescue of Citizenship Father Leo Commissary, in the city of Sao Bernardo do Campo, in Sao Paulo, understand the concept of economic solidarity, and what the existence of the practice solidarity, which facilitate, or interfere promote the generation of employment and income, within these communities. The analysis of the reports of life, these subjects of search, showed that the practice of solidarity among residents occurs only in situations of extreme need for survival, but specifically in the community of Sacadura Cabral. See that this mutual aid within this community, occurs on a voluntary basis, disaggregated understanding of the term solidarity. The social responsibility of educational institutions in the region Superior ABC Paulista encouraged the creation of the Cultural Corridor of Economic Solidarity ABC Paulista, whose commitment to the search, social responsibility and teaching practices of higher education, pointing to the need for support local communities, targeting mainly its development through instruments of empowerment, aimed at generating jobs and income.(AU) / O presente trabalho, busca compreender como ocorre este processo, denominado Desenvolvimento Comunitário (SOUZA, 1991), percebendo-se seu processo histórico, bem como, sua contemporalidade, nas quais contemplam atributos sociais e coletivos, favoráveis à compreensão e aplicabilidade dos conceitos de solidariedade, no qual fazem parte desta categoria social econômica. Para tanto, propõe um diálogo, entre o referencial teórico abordado no presente trabalho, com os relatos das Histórias de Vidas , desenvolvidos na pesquisa de campo, propiciando uma leitura das práticas solidárias, que possam despertar um novo sentido a comunidade, por meios culturais e da participação coletiva. O método de Pesquisa, utilizado foi a Qualitativa , de caráter Exploratório , e a análise dos dados levantados, se procedeu com inspiração Fenomenológica . A técnica de pesquisa utilizada foi a vivencial, por meio da abordagem de histórias de vida , visando compreender como os sujeitos da pesquisa, representados pela Olho Vivo Cooperativa de Confecções e Costura, da cidade de Santo André e da Associação de Promoção Humana e Resgate da Cidadania Padre Léo Comissari, na cidade de São Bernardo do Campo, em São Paulo, percebem o conceito sobre economia solidária, e qual a existência prática da solidariedade, que facilitam, interferem ou propiciam a geração de trabalho e renda, dentro destas comunidades. A análise dos relatos de vida, destes sujeitos da pesquisa, mostrou que a prática da solidariedade ocorre somente entre moradores em situações de extrema necessidade de sobrevivência, mas precisamente na comunidade da Sacadura Cabral. Percebe-se que esta ajuda mútua, dentro desta comunidade, ocorre de forma voluntária, desagregada da compreensão do termo solidariedade. A responsabilidade social das instituições de ensino Superior da região do ABC Paulista incentivou a criação do Corredor Cultural da Economia Solidária do ABC Paulista, cujo comprometimento com a pesquisa, a responsabilidade social e as práticas pedagógicas de ensino superior, apontam para a necessidade de apoio às comunidades locai, visando principalmente o seu desenvolvimento, por meio de instrumentos de capacitação, que visam à geração de trabalho e renda.(AU)

Made available in DSpace on 2016-08-03T16:16:21Z (GMT). No. of bitstreams: 1 capa e folha de rosto dissertacao Marisa.pdf: 8196 bytes, checksum: 70a3a667bbf3211bc3d92601c9ebf655 (MD5) Previous issue date: 2010-12-15 / This search refers to the formation of teacher identity in higher education that is characterized by the inseparabilty between teaching, research and extension. The methodology used is the Oral History, through oral histories of life of four teachers who teach in graduate school at a private university. The main theoretical foundations are: António Nóvoa, (1988, 2009), Luis Antonio Cunha (1980, 1997), Dermeval Saviani, (2001), Antonio Joaquim Severino, (2001), Carlos Benedito Martins, (1981, 2002), Gaston Pineau, (2006), and Maria Isaura de Pereira Queiroz, (1988, 1999, 2010). The notion of professional identity comes from the positions and views attributed to different discourses and social agents to teachers in performing their various teaching activities in different contexts, therefore, in different educational institutions. The practice of teaching in higher education is analyzed and the knowledge of this profession, which both allow the formation of future teachers with a view of the importance of scientific methodology, and provides a leap in quality and continuous updating in keeping with the requirements of higher education, attached to the importance of social responsibility. / Esta pesquisa refere-se à formação da identidade docente no Ensino Superior que se caracteriza pela indissocialibilidade entre o ensino, a pesquisa e a extensão. A metodologia utilizada é a História Oral, por meio de Relatos Orais de Vida de quatro professoras que lecionam na pós-graduação de uma universidade privada. A principal fundamentação teórica: António Nóvoa, (1988, 2009), Luis Antonio Cunha (1980, 1997), Dermeval Saviani, (2001), Antonio Joaquim Severino, (2001), Carlos Benedito Martins, (1981, 2002), Gaston Pineau, (2006) e Maria Isaura de Pereira Queiroz, (1988, 1999, 2010). A noção de identidade profissional docente advém das posturas e concepções atribuídas por diferentes discursos e agentes sociais aos professores e às professoras no exercício de suas variadas atividades docentes em distintos contextos, ou seja, em distintas instituições de ensino. Analisa-se o exercício da docência do ensino superior e os saberes desta profissão, os quais tanto possibilitam a formação de futuros docentes com uma visão da importância da metodologia científica, quanto proporciona um salto de qualidade e de atualização contínua condizente com as exigências do ensino superior, atreladas à importância da responsabilidade social.

SILVA, Kamillo Karol Ribeiro e. Nos caminhos da memória, nas águas do Jaguaribe: memória das enchentes em Jaguaruana-Ce (1960, 1974, 1985).2006. 169 f. Dissertação (Mestrado em História) - Universidade Federal do Ceará, Departamento de História, Programa de Pós-Graduação em História Social, Fortaleza-CE, 2006. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-06-27T15:04:09Z No. of bitstreams: 1 2006_Dis_KKRSilva.pdf: 1141268 bytes, checksum: 3291d8fa7d5126b3815a02549f77ff78 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T14:59:36Z (GMT) No. of bitstreams: 1 2006_Dis_KKRSilva.pdf: 1141268 bytes, checksum: 3291d8fa7d5126b3815a02549f77ff78 (MD5) / Made available in DSpace on 2012-07-06T14:59:36Z (GMT). No. of bitstreams: 1 2006_Dis_KKRSilva.pdf: 1141268 bytes, checksum: 3291d8fa7d5126b3815a02549f77ff78 (MD5) Previous issue date: 2006 / This work refers the experience of the men and women’s memory residents of the city of Jaguaruana - CE on the inundations happened in the years of 1960, 1974 and 1985. Working with oral source,newspapers and official documents,tries to see her as the full of Rio Jaguaribe they marked the interviewees' memories and the form as these they were counted. Also noticing the material form of the act enunciated the performance, an understanding of the several nuances is looked for and of the several pointed themes for the memoirs. The work is I divide in three chapters. The first chapter back narratives on the moment of the exit and return home during the inundation. In the second chapter, other themes that represented in the interviews as the histories on the work, the diseases and the public politics in times of inundation is discussed. The third chapter is centered in the need of hearing the histories about the construction of the Priest's Villa. / Este trabalho refere-se a experiência da memória de homens e mulheres moradores da cidade de Jaguaruana – CE sobre as enchentes ocorridas nos anos de 1960, 1974 e 1985. Trabalhando com fonte orais, jornais e documentos oficiais, procura-se ver como as cheias do Rio Jaguaribe marcaram as lembranças do entrevistados e a forma como estas foram contadas. Percebendo também a materialidade do ato enunciativo através da performance, busca-se um entendimento das várias nuances e dos vários temas apontados pelas memórias. O trabalho está divido em três capítulos. O primeiro capítulo trás narrativas sobre o momento da saída e retorno para casa durante a enchente. No segundo capítulo, discute-se outros temas que figuravam nas entrevistas como as histórias sobre o trabalho, as doenças e as políticas públicas em tempos de enchente. O terceiro capítulo, centra-se na necessidade de ouvir as histórias sobre a construção da Vila do Padre.

A história do ensino de teatro no Departamento de Arte Dramática (DAD) do Instituto de Artes (IA) da Universidade Federal do Rio Grande do Sul (UFRGS) é o tema central da pesquisa, que busca compreender o processo de formação em teatro na referida instituição e suas transformações, tomando por base o período entre os anos de 1960 e 1973. A pesquisa é organizada em torno dos paradigmas da Nova História Cultural, abrangendo os conceitos de micro-história, história oral e memória. Através da metodologia da história oral, a pesquisa investiga a trajetória acadêmica de seis profissionais de teatro formados no CAD/DAD no período mencionado. A partir do registro de memórias e da organização de fontes históricas, como documentos oficiais e fotografias, busca-se refletir sobre o ensino de teatro e suas relações com o tempo, considerando a ação docente atravessada por diversas determinações, macro e micro contextuais de ordem histórica, social, política e cultural. O contexto histórico dos períodos apontados pelos entrevistados é analisado com a finalidade de identificar práticas e teorias que influenciaram os professores de teatro no passado e evidenciar marcas por eles legadas aos profissionais de teatro da atualidade. / The history of theater teaching in the Department of Dramatic Art (DAD) of the Art Institute (IA) of the Federal University of Rio Grande do Sul (UFRGS) is the central theme of this research that seeks to understand the formation processes in theater in that institution and its transformations, from 1960 until 1973.The research is organized around the New Cultural History paradigms, including the concepts of micro-history, oral history and memory. Through the oral history methodology, the research investigates the academic trajectory of six graduated theater professionals at CAD/DAD in this period. From the recording of memories and organization of historical sources like official documents and pictures, it seeks to think about teaching theater and its links with time, considering the teaching action crossed by numerous determinations, macro and micro contextual historical, social, political and cultural order. The historical context of the periods mentioned by respondents is analyzed in order to identify practices and theories that influenced the theater of teachers in the past and show marks they bequeathed to today's theater professionals.

This thesis is the first oral history study of English rugby union. Through personally conducted interviews, it focuses on the experiences of men who played rugby union for England in the post-war, amateur era, and considers what they can tell us about both the sport and the society of which it was a part. The period it covers begins with the end of the Second World War, in 1945, and ends when rugby union ceased to be an amateur sport, in 1995. These fifty years were a time of both change and continuity, and it is a primary concern of this thesis to consider the extent of each in both rugby union and in wider society. Through looking at, in particular, English rugby union’s links with education, its relationship with work in a period in which its players were amateur, and its place on the spectrum of class, this study demonstrates, above all, the durability of rugby union’s social core, even in the midst of outward change to the sport. In doing so, it makes an important contribution to the historiography of both British sport and post-war Britain more generally, arguing for consideration of social continuity among a field largely dominated by notions of change. It also constitutes a unique study of a particular group of middle-class men, and demonstrates that sport – and oral history – can add much to our understanding of post-war social history.

Submitted by Jorge Luis Mazzeo Mariano null (jorgemariano86@yahoo.com.br) on 2016-04-13T00:33:24Z No. of bitstreams: 1 TESE DE JORGE FINALIZADA - 12-04-2016.pdf: 21534624 bytes, checksum: 2f32b2e3ce64ced881d3b801c0ff70c5 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-13T14:44:34Z (GMT) No. of bitstreams: 1 mariano_jlm_dr_prud.pdf: 21534624 bytes, checksum: 2f32b2e3ce64ced881d3b801c0ff70c5 (MD5) / Made available in DSpace on 2016-04-13T14:44:34Z (GMT). No. of bitstreams: 1 mariano_jlm_dr_prud.pdf: 21534624 bytes, checksum: 2f32b2e3ce64ced881d3b801c0ff70c5 (MD5) Previous issue date: 2016-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O principal objetivo desta tese de doutorado em Educação é analisar a participação das professoras primárias na construção da cultura escolar das escolas primárias graduadas situadas na região do extremo oeste do Estado de São Paulo, mais especificamente nos municípios de Presidente Bernardes e de Presidente Venceslau. O recorte temporal adotado compreende os anos de 1932 (quando os primeiros grupos escolares das cidades enfocadas foram legalmente instalados) e 1960 (ano em que foi inaugurado o prédio definitivo do Grupo Escolar de Presidente Bernardes), período em que as docentes tiveram que enfrentar as dificuldades inerentes ao início de suas carreiras e de lecionar em imóveis improvisados e inadequados para a finalidade educativa, aguardando até que as edificações preconizadas pelo próprio Estado fossem erigidas. Destarte, levantou-se a hipótese de que o gênero feminino, aqui representado pelas docentes, teve influência direta no processo de construção da cultura escolar dos primeiros grupos de Presidente Bernardes e de Presidente Venceslau. Foi abordada a ação das professoras intramuros – na construção cotidiana das culturas escolares, por meio da prática docente – e também fora do âmbito dos grupos – quando expressaram publicamente os seus posicionamentos em favor da educação local. Assim, a presente pesquisa financiada pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES, procurou responder aos seguintes objetivos específicos: recuperar o percurso histórico dos municípios pesquisados bem como de suas escolas primárias graduadas; pesquisar de que modo as relações de gênero influenciavam o trabalho das professoras; e identificar as estratégias adotadas pelas docentes para contornar as adversidades apresentadas no cotidiano dos grupos. Por meio do aporte da História Oral, foram entrevistados 15 indivíduos, sendo 9 educadoras e 6 discentes, que frequentaram as instituições nos 28 anos recortados para este estudo, somando mais de 30 horas de gravação. A pesquisa também se respaldou nos referenciais teóricos-metodológicos da História Cultural, da História Regional e dos Estudos de Gênero. Por fim, foi possível perceber algumas tentativas de rompimento com os padrões fixos de gênero, muito embora nem todas as atitudes das professoras possuíssem uma finalidade emancipatória, haja vista a força das representações que procuravam formatar a ação feminina na sociedade. Em relação às práticas docentes, o estudo constatou que a atuação dessas mulheres se destacou no cenário de estruturação das primeiras iniciativas de educação escolarizada em Presidente Bernardes e Presidente Venceslau. Ao lidar com a precariedade das instalações escolares e a presença fiscalizadora do Estado – que se mostrava muito mais disposto a cobrar atitudes sem, muitas vezes, oferecer uma contrapartida –, essas educadoras construíram a cultura escolar dos grupos em que trabalharam, improvisando com os recursos que possuíam, criando estratégias que lhes permitiam cumprir com as demandas apresentadas diariamente, além de reivindicar melhorias em sua área profissional. / The main objective of this doctoral thesis in Education is to analyze the participation of primary teachers in the construction of school culture of graduate primary schools located in the westernmost region of São Paulo, more specifically in the municipalities of Presidente Bernardes and Presidente Venceslau. The adopted time frame covers the years 1932 (when the first school groups of the studied cities were legally established) and 1960 (the year it opened the final building of the School Group of Presidente Bernardes), during which the teachers had to face the difficulties inherent in the start of their careers and teach in makeshift and inadequate buildings for educational purpose, wait until you see the buildings recommended by the State itself were erected. Thus, it rose the hypothesis that females, here represented by the teachers, had a direct influence on the school culture construction process of the first groups of Presidente Bernardes and Presidente Venceslau. The action of the intramural faculty was addressed - in everyday construction of school cultures through the teaching practice - and also outside the scope of the groups - when publicly expressed their positions in favor of local education. Thus, this research funded by the Higher Education Personnel Improvement Coordination - CAPES, sought to answer the following specific objectives: to recover the historical background of the municipalities surveyed as well as their graduated primary schools; researching how gender relations influenced the work of teachers; and identify the strategies adopted by teachers to overcome the adversities presented in the daily life of the groups. Through the Oral History contribution, we interviewed 15 individuals, nine teachers and six students who attended institutions in 28 years cut for this study, totaling over 30 hours of recording. The survey also endorsed the theoretical and methodological references of Cultural History, Regional History and Gender Studies. Finally, it was revealed some disruption attempts with fixed gender patterns, although not all attitudes of the teachers possessed an emancipatory purpose, given the strength of representations seeking format the women's action in society. In relation to teaching practices, the study found that the actions of these women stood on the stage of structuring the first school education initiatives in Presidente Bernardes and Presidente Venceslau. When dealing with the precarious nature of school facilities and the supervisory presence of the State - which showed much more willing to take actions without often offer a contrast - these teachers built a school culture of groups that worked, improvising with the resources they had, creating strategies that allowed them to meet the demands presented daily, in addition to demand improvements in their working area.