Nesta pesquisa de Tese estudou-se a posição discursiva de professor-pioneiro, na Escola Estadual e Escolas Municipais Rurais da cidade de Cláudia-MT, entre os anos 1978 e 1988, período situado entre sua fundação e municipalização. Embasada no referencial teóricoanalítico da Análise de Discurso francesa fundada por Michel Pêcheux, a análise objetivou mostrar efeitos de sentidos que apontaram ao modo como o sujeito-professor se inscreveu no discurso pedagógico, frente à realidade encontrada, e o significou. Considerando o sentido em sua mobilidade, buscou-se estudar o funcionamento da designação pioneiro e a constituição da memória discursiva pedagógica referente à posição de professor-pioneiro no contexto de migração estudado. Ao compor o corpus, por um lado, realizaram-se vinte e seis entrevistas semiestruturadas, orais e transcritas, com profissionais da área da educação que atuaram em Cláudia e, por outro lado, constituiu-se um arquivo com documentos oficiais, trabalhos acadêmicos, jornais impressos e virtuais, mapas e fotografias referentes à época de estudo. Das entrevistas realizadas selecionaram-se treze, de professores que atuaram na primeira década. Ao analisar o discurso dos professores, ressaltando as noções de discurso, formasujeito, sentido, memória, relacionou-se o intradiscurso às conjunturas formadoras das condições de produção, tais como: a pedagógica - na relação do professor com seus alunos na sala de aula; a política - na relação do professor com as autoridades municipais na implantação de escolas; e a social - na relação do professor com a comunidade no entorno da escola. Os efeitos de sentidos analisados indicam que ocupar a posição de professor e pioneiro, no processo de colonização inicial, significou ser percebido em toda a comunidade da qual fazia parte, além da sala de aula e da escola. Constatou-se, na primeira década da cidade de Cláudia, uma prática discursiva na qual se considerava: a) a atuação de professores leigos, devido à falta de profissionais com formação na área; b) a construção do prédio escolar como parceria comunidade e governo; c) as responsabilidades do professor dentro e fora da sala de aula; d) a adaptação, pelos professores, dos conteúdos estipulados pelo sistema de ensino às condições da prática. Com ênfase nessas práticas constituiu-se a escola do professor-pioneiro, e os professores, mostrando que o confronto entre estar professor e ser professor se esvaiu, constituíram a sua posição pedagógica. A formação imaginária da posição do professor na escola do professor-pioneiro se estabeleceu à medida de sua identificação como professor, assumindo-se na profissão e marcando seu lugar na sociedade. Coube ao professor, neste período, dar suporte para que a comunidade se organizasse quanto ao espaço físico e para que seus habitantes tivessem conhecimentos suficientes para buscar ou requerer benefícios que seriam desfrutados por todos. Na análise realizada mostrou-se que a posiçãosujeito professor-pioneiro foi marcada pelo efeito de sentido do professor como participativo junto à comunidade, representante desta comunidade na escola; como pioneiro, os efeitos de sentidos apontam ao enfrentamento dos desafios da profissão assumida e à importância do apoio da comunidade, supervisores e colegas de profissão para que a escola funcionasse, tanto na instância de educação local como também de integração em nível nacional. / In this theses research it was studied the discursive position of the pioneer teacher in the State School and in Municipal Rural School in Claudia city-MT, between the years of 1978 and 1988, this period is between the foundation and the moment the city becomes a district. Based on analytical-theoretical references from the French Discourse Analysis by Michel Pêcheux, the purpose of the analysis was to show the sense effects about the way the subject-teacher take himself part in the pedagogical discourse, based on his reality and give it significance. This research aimed to study the functioning of the pioneer designation and the pedagogical discursive memory of the pioneer-teacher position in the migration context studied. To compound the corpus of this study, it was done twenty-six semi-structured interviews with educational workers which worked in Cláudia and also it was composed an archive with official documents, academic papers, printed and virtual newspapers, maps and photos of the study period. It was chosen thirteen interviews from the teachers who worked in the first decade. Analyzing the teacher discourse, emphasizing the discourse notion, formsubject, sense, memory, it was connected the intradiscourse to the formatted conjunctures of the production condition, as: the pedagogical - in the relation of the teacher with his students in the class; the political - in the relation of the teacher with the municipal authorities in the school deployment; and the social - in the relation of the teacher with the community around the school. The analyzed sense effects indicates that the position of being teacher and pioneer, in the period of colonization, meant to be noticed for all the community the teacher was in beyond the classroom and the school. It was find in Claudia in the first decade, a discursive practice that show: a) lay teachers teaching, because the lack of specialized professionals; b) the built of the school building with the community and the government; c) the responsibility of the teacher in and out of the classroom; d) the adaptation, of the teachers, of the content set chosen by educational system to the practice conditions. Emphasizing this practice it was constituted the teacher-pioneer school, and the teachers, showing that the confrontation between to stay and to be a teacher faded. The imaginary formation of the place of the teacher in the pioneer-teacher school constituted itself during the process of identification as a teacher, assuming himself in the profession and taking his place in society. The teacher was responsible to help the community to organize the physical space and to had enough knowledge to seek for benefits to be enjoyed for everybody. The analyses showed that the subject position pioneer-teacher was marked by the sense effect of the teacher as a participant in the community, representing this community in the school; as a pioneer, the sense effects shows the teacher facing the challenges of this profession and also the importance of the community support as supervisors and colleagues to help in the school, both in the local education as in the integration with the hole national territory.

Este trabalho procura avaliar a relação existente entre a expansão espacial do povoamento ocorrida no Brasil na primeira metade do século XX e o processo de formação territorial do país, trazendo a lume a importância das relações sociais que ocorriam na fronteira para a composição de uma explicação geográfica sobre o fenômeno do pioneirismo. Tomando como ponto de partida a análise da noção de frente pioneira explicitada na obra do geógrafo francês Pierre Monbeig entre as décadas de 1930 e 1950, busca-se apontar de que maneira a descrição explicativa das áreas de movimentação de fronteiras dinamizadas pela expansão espacial da colonização, que impulsionou a fundação de cidades, o desmatamento de florestas e a abertura de campos de cultivo e pastos, comporta uma análise sobre o processo de construção dos sistemas de engenharia que conseguiram consolidar nexos de solidariedade entre distintos lugares, garantindo maior fluidez e integração a um território que modificava sua organização espacial para se adequar às novas necessidades surgidas com a expansão do capitalismo no Brasil. Figura de destaque no ensino e pesquisa em geografia desenvolvidos no Brasil nas décadas de 1930 e 1940, especialmente na Faculdade de Filosofia, Ciências e Letras da Universidade de São Paulo, onde foi um dos fundadores do curso de Geografia e História, Pierre Monbeig é um dos protagonistas da institucionalização acadêmica do campo geográfico no país, influenciando diretamente a formação da primeira geração de geógrafos brasileiros saídos dos bancos universitários. Assim sendo, este trabalho colocou como objetivo específico rastrear a influência do enquadramento oferecido por Monbeig em seus trabalhos sobre o pioneirismo nas pesquisas de autores como Ary França, José Ribeiro de Araújo Filho, Renato da Silveira Mendes, Nice Lecocq Müller e Pasquale Petrone, discípulos do francês que assumiram uma posição institucional de relevo no cenário da geografia brasileira a partir da década de 1950, tornando-se os continuadores do curso de Geografia da FFCL/USP. / The aim of this work is to analyze the relation between the spatial expansion of Brazilian settlement occurred in the first half of the twentieth century and the process of territorial formation, with a focus on the role of the frontiers social relations in the construction of a geographic approach for the pioneering phenomena. Based upon the analysis of the pioneer fringe as it is expounded in the work of French geographer Pierre Monbeig between the 1930s and the 1950s, we intend to point out in what ways the descriptive explanation of the moving frontier, which impelled, for its turn, the foundation of cities, the deforestation and the formation of agriculture fields and pastures, reveals an interpretation about the construction of engineering systems planned to consolidate spatial relations among different places in the Brazilian territory, ensuring the territorial integration necessary for the expansion of capitalism in Brazil. Pierre Monbeig is a distinguish figure of the Brazilian geographic movement, fulfilling an important role in the institutionalization of the geographic scientific field as one of the greatest scholar figures that ever worked in this country. The analysis of the influence brought together with his activities as a teacher and researcher developed in the Department of Geography of the São Paulo University during the 1930s and the 1940s, which he helped to organize and establish, can be taken in consideration as a demonstration of the reach of his works for the generation of students that came after him in the University. Thus, this work seeks to examine the influence of the explicative frame held in Monbeigs studies of the pioneer fringe on the research developed by authors like Ary França, José Ribeiro de Araújo Filho, Renato da Silveira Mendes, Nice Lecocq Müller and Pasquale Petrone, all of them future teachers in the same Department of Geography in São Paulo.

In this thesis, the researcher observes that one of the most difficult phases in the work of church planting missions is that of the handover stage from pioneer missionaries to indigenous leaders. This is often fraught with suspicions and fightings, and hence tends to delay the work until such issues are finally dealt with. Having observed a different story in the relationship between Olive Doke and Paul Kasonga in the early years of the planting of Baptist work in Zambia, the researcher has argued that the key lay in their mutual respect and admiration. He, therefore, posits that where these two ingredients are nurtured in the early stages of missions there will be a smooth handover process. In order to show that this was not just a philosophical or pragmatic idea, the researcher began his work with a biblical interpretation of missions. Drawing from the way the Lord Jesus Christ and his apostles went about their own handing over process to the next generation of leaders, he identified these same attitudes of mutual respect and admiration. He argues that these played an important role in ensuring a meaningful handover process. The researcher then entered upon finding as much information as he could on the lives of Olive Doke and Paul Kasonga, and about their working relationship. This was through unearthing various archived materials and conducting key interviews in the region where they once laboured. This formed the core of this research and, upon subjecting this to analysis, it proved the thesis that the success of their working relationship and handover process at the Kafulafuta Mission lay in their mutual respect and admiration. Finally, the researcher offers a model or strategy to ensure that what may have happened inadvertently between Olive Doke and Paul Kasonga is nurtured among missionaries and indigenous leaders. The researcher works these principles into all the stages of church planting missions—all the way from the training of the missionaries to the time when the work is totally handed over into the hands of local leaders and the missionaries have withdrawn from the work. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Science of Religion and Missiology / unrestricted

The study of local history in South Africa is still in its infancy and has not been accorded the same recognition as elsewhere. There is no convenient manual to guide the would-be local historian of the Cape. There are few models that provide an insight into the main problems encountered by the local historian of a Cape community. In such local histories as exist, attention has been focussed predominantly on the foundation and physical growth of towns, the naming of streets, the establishment of schools and hospitals. Many of these accounts were written for publicity purposes or to commemorate the founding of towns. Although there is no history of the Dutch Reformed Church in Graaff-Reinet, the history of local congregations of the Dutch Reformed Church has generally been well covered in the form of Gedenkboeke and other studies. These frequently have a particular relevance as many towns such as Burgersdorp and Colesberg were founded as a result of the initiative of the church. Preface.

The aim of this thesis is to provide an introduction to the work of writer and journalist Harriet Ward, resident in the Eastern Cape from 1842 to 1848. She was a prolific correspondent to various periodicals published both in South Africa and in London. It would be true to say, to judge from the evidence, that she fulfilled a need felt by the British public for information on life and events in South Africa, and that she became the trusted guide of the middle-class reader. Her range covers reports from the frontiers of war, journalistic articles, memoirs, short stories, novels, autobiography, and editions of other writers' work. After the publication of her articles on the Seventh Frontier War (1846-7), she was recognised and respected as a commentator on the situation at the Eastern Cape, an unusual role for a woman at this time. She was also amongst the foremost victorian women writers published from the early eighteen forties until the end of the eighteen-fifties. Harriet Ward has left a vivid historical and sociological account of the Cape frontier, and her observations and judgements provide a hitherto virtually unknown perspective on an important part of South African history and letters. What makes her even more interesting, as this study seeks to show, is that she was far from conventional in her response to her new environment, both as as a woman and as a representative of a colonialist power. The record she has left of her thoughts on the people, landscape and situations of the time has the capacity to surprise the post-colonial literary critic and historian. Her struggle to find a discursive mode in which to express her consciousness of the oppression, patriarchal and colonial, of the marginalised, whether woman, indigene, Afrikaner, or creole, reveals a significantly transgressive or subversive response to the issues of the day. In re-discovering Harriet Ward, we are forced to reassess our assumptions regarding the period of colonial history to which she was a witness.

This thesis explores Pioneer Valley farmers and their agricultural practices, knowledge and resources as they relate to climate change. Adaptive capacity is used throughout scientific literature, and often includes numerous components; for this thesis the measurement of farmers’ adaptive capacity would be assessed according to only three components: knowledge, past experiences and use of resources. Climate change and its impacts on agriculture have been studied but what is unclear is how prepared farmers are to deal with these impacts. Through literature review, survey development and recorded interviews, data was then analyzed both for quantitative and qualitative results to understand farmer’s adaptive capacity. Most Pioneer Valley farmers realized changes to their farming practices over 5 to 10 years but were not in consensus of the cause and if this could just be due to climate change. Despite belief in climate change, most were willing to accept assistance to climate change adaptation, even if not knowing what these adaptation strategies would include. As a pilot study, numerous considerations have been included for future work on this topic to reduce assumptions and improve results accuracy. The study was too small to translate to the greater Pioneer Valley for results, but the method is important and applicable in future research and should be examined further to maintain the integrity of the agriculture sector.

Following thesis deals with issue of trade union recreations held by Revolutionary Trade Union Movement (ROH) in Czechoslovakia between 1945 - 1989. Theoretical roots of this work are the concept of leisure time, Revolutionary Trade Union Movement (ROH) and trade union recreations, including all their types (selective inland and outland recreations, corporate recreations, Pioneer Organization's summer camps). The thesis gets its findings on the one hand from archive sources as well as from interviews with witnesses, on the other hand from studying of secondary literature. The thesis describes differences between particular types of recreations and presents their alterations throughout history. In the same time, it relates the issue of trade union recreations to the concept of leisure time as a condition for a formation of trade union recreations. It also deals with the role of Trade Union Movement (ROH) in organisation of recreations itself. The goal of the thesis is to process fundamental trends, tendencies and changes of union recreations and their typology.

The Upper Snake River area was a center of much fur trade activity during the first half of the 1800's. It has many streams and they had abundant quantities of the furs that were being sought by the large parties of men who came into the country.The early explorers of the Pacific coast hastened the exploration and development of the interior. As they moved along the shores they recorded the possibilities of the riches that were there and helped to form the opinions in each country of how valuable it would be to own the Northwest. This desire to get a good claim on the land brought the explorers by land. First Alexander McKenzie came across Canada to the Pacific. By 1804 the United States was making its bid by sending Lewis and Clark to explore the Missouri River and to make their way to the Pacific, giving the Americans a real claim on the country.

The Walling Family of Nineteenth-Century Texas recounts the actions of the first four generations of the John Walling family. Through a heavily quantitative study, the study focuses on the patterns of movement, service, and seizing opportunity demonstrated by the family as they took full advantage of the benefits of frontier expansion in the Old South and particularly Texas. In doing so, it chronicles the role of a relatively unknown family in many of the most defining events of the nineteenth-century Texas experience such as the Texas Revolution, Mexican War, Civil War, Reconstruction, and the Close of the Frontier. Based on extensive research in census, tax, election, land, military, family paper, newspaper, and existing genealogical records; the study documents the contributions of family members to the settlement of more than forty counties while, at the same time, noting its less positive behaviors such as its open hostility to American Indians, and significant slave ownership. This study seeks to extend the work of other quantitative studies that looked at movement and political influence in the Old South, Texas, and specific communities to the microcosm of a single extended family. As a result, it should be of use to those wanting a greater understanding of how events in nineteenth-century Texas shaped, and were shaped by, families outside the political and social elite.

La figure des « pionniers » et des « pionnières » est devenue un référent culturel identitaire fondamental dans le développement de la mémoire collective québécoise. Nous montrons que ces objets culturels s’intègrent et participent à la représentation identitaire imaginée et conçue à l’intérieur d’un discours visant à affirmer une identité fondée en bonne partie sur l’histoire des Canadiens issus de l’immigration française du XVIIe siècle. La conjoncture politique du XIXe siècle favorise l’émergence d’un récit patriotique et d’un discours nationaliste conservateur, tissés par certains auteurs et appuyés par les élites politiques et les membres du clergé. Ces discours ont contribué à construire la nation canadienne et à l’inscrire dans un passé lointain et glorieux - dans l’imaginaire des « civilisations ». Dans cette perspective, l’objet culturel « pionnier » et l’objet culturel « filles du roi » sont mobilisés avec force dans la construction du passé magnifié de la nation canadienne. Nous nous intéresserons donc à la construction de l’image de ces deux figures pionnières dans les récits sur les origines nationales, ainsi qu’à leur utilisation dans le développement d’un sentiment identitaire canadien-français. / The “ pioneer ” figure has become a fundamental cultural identity referent in the development of Québec folk memory. We show that these cultural objects are integrated and take part in imagined identity representation, devised from within a discourse seeking to establish an identity based in large part on the history of Canadians descending from 17th century French immigrants. The political climate of the 19th century favoured the emergence of a patriotic account and a nationalistic conservative discourse, formulated by certain authors and approved by the political elites and clergymen. This discourse contributed to building the Canadian nation and inserting it in a distant and glorious past of “ imaginary civilizations ”. In this perspective, the construction of a magnified past of the Canadian nation relied heavily on the cultural objects “ pioneer ” and “ King’s Daughters ”. We explore these two pioneer figures’ changing image in accounts of national origins, and their use in developing a French Canadian sense of identity.