Summary: The work deals with the educational system of the Czechoslovak Government-in-exile during the Second World War. The need for Czechoslovak youth education was in this time connected with political education and also with the publicity of Czechoslovak exile among British Allies. Therefore the work classifies the provided education and it also deals with future plans for the students. Educational department of Ministry of Interior had the leading role in the education, and therefore its history and organization is also defined. Czechoslovak education took place in a foreign country, so a cooperation was required. The influence of British authorities on Czechoslovak schools, that followed Czech laws valid before autumn 1938, is described. The cooperation between both states in the post-war situation is also studied, as well as the impact of the exile education on its students after their return to the homeland.

This thesis deals with the influence of the Marshall Plan for Great Britain. The goal is to characterize the contribution of European Recovery Programme for the island state. It focuses on the development of the policy and the economy of Great Britain after the Second World War in 1945 - 1948. It reflects British-American relations during this period. It mentions the impact of the Marshall Plan from a global perspective, both economically and politically. It analyzes the economic assistance provided by Great Britain, individual negotiations about the size of assistance, the impact of the program, interim opinions of British government and directions for future development of London.

The aim of this diploma thesis is to introduce the personality and literary and media production of Jiří Padevět, researcher, writer, director of publishing house Academia and the holder of several awards including Magnesia Litera who devotes himself particularly to the period of the Second World War in Czech territory. Theoretical part includes concise summary of events in the protectorate from 1939 to 1945. There are included Jiří Padevět's viewpoints regarding several historical events. This chapter establishes a context for the entire thesis while also commemorating this year's 80th anniversary of the occupation by Nazi Germany and the creation of the Protectorate of Bohemia and Moravia. One of theoretical chapters is dedicated to non-fiction genre to which author's historical guides are mainly assigned. Integral part is also Jiří Padevět's biography, which maps his life from childhood to the present day. This diploma thesis presents guides, fiction books and web series Bloody years on web portal Stream.cz from the output of Jiří Padevět. Practical part focuses in detail on four selected works of Jiří Padevět which are interpreted even with their critical responses. Part of this thesis is also an interview with Jiří Padevět.

[pt] O trabalho examina a especificidade das relações culturais e das intermediações sociais instauradas pelas obras de Tony Smith, Frank Stella e Donald Judd, pelos eventos performáticos do Grupo Fluxus, pelas Aktionen de Joseph Beuys, e pela Pop Art de Andy Warhol. O texto é conduzido pela hipótese de que tais poéticas foram fundamentais para uma renovação estatutária da arte, obtida, principalmente, via sucessivas inaugurações de modos inéditos de trocas públicas. Os anos seguintes ao fim da Segunda Guerra Mundial exigiram sérias reavaliações e respondem até hoje pelos mais díspares comportamentos. A seleção pressupõe, em segundo plano, a incidência de um significativo ápice poético estimulado pelas urgências morais. As obras de arte resultantes desse aperto existencial distinguem-se, dentre outras tantas inovações estéticas, por uma extravagante apresentação e uma controvertida índole: fermentaram a contracultura do final da década de 1960, encaminharam os movimentos da seguinte e alimentaram os debates pós-modernistas dos últimos vinte anos. / [en] The present work examines the specificity of the cultural relations and social intermediations established by Tony Smith's, Frank Stella and Donald Judd works, by Fluxus's Grup performatic events, by Joseph Beuys's Aktionen, and by Andy Warhol's Pop Art. The text is driven by the hypothesis that such poetics were fundamental for a statutory renewal of the art, obtained, mainly through successive inaugurations of completely new ways of public exchanges. The following years after the end of the World War II demanded serious revaluations which answers until today to the most disparate behaviors. This present selection of works and authors presupposes, in a second plan, the incidence of a significant poetic apex stimulated by moral urgencies. The resulting works of art of this existential configuration stand out, among other so many aesthetic innovations, by an extravagant presentation and a controverted disposition: they fermented the counterculture of the end of the decade of 1960, guided the movements of the following years and fed the post-modernists debates of the last twenty years.

Cette thèse porte sur l’histoire de l’École primaire ‒ ou premier degré ‒ au cours de la décennie centrale du XXe siècle. Y sont analysés les processus décisionnels de la politique scolaire au niveau de l’administration ministérielle et académique, ainsi que l’exercice quotidien des prescriptions scolaires sur le terrain des écoles, grâce au recours à de nombreux éclairages monographiques. La première partie de l’étude s’attache à démêler les divers aspects de la politique scolaire de l’État français à l’aide d’analyses quantitatives originales, et en prenant appui principalement sur le point de vue des acteurs en charge de son application : hauts fonctionnaires du ministère, inspecteurs d’académie, jusqu’aux enseignants eux-mêmes. Une seconde partie propose un portrait du fonctionnement logistique quotidien des écoles primaires du pays dans le contexte de la guerre et de l’Occupation. Enfin, la troisième partie décrit le rétablissement de l’École républicaine sur le territoire et les multiples défis idéologiques, pédagogiques et matériels, auxquels est confrontée l’institution scolaire. S’appuyant sur un grand nombre d’archives publiques et privées inédit, cette thèse aboutit ainsi à renouveler le regard historiographique posée sur l’histoire scolaire de cette période. En effet, la décennie guerrière des années 1940 a vu éclore des réformes et des réflexions qui en font un temps d’expériences et d’apprentissages intenses pour la génération des acteurs appelés à forger l’École du second XXe siècle. C’est en ce sens que l’on qualifiera ce moment historique de véritable « classe de guerre ». / This thesis focuses on the history of French elementary school in the middle decade of the twentieth century. School policy is analyzed through the decisions of ministerial and academic administrations along with its daily enforcement in classes, exemplified by numerous monographs of interest. First, the study attempts to untangle the various aspects of school policy under the French State, relying mainly on the words of its enforcers: ministerial officials, schools inspectors and, of course, teachers. It exposes quantitative investigations on the repressive impact of the regime and on the unprecedented financial public support for free education, in addition to a detailed analysis of the Vichy educational reforms. It then depicts the everyday life of primary schools in the context of war and Occupation. The third part chronicles the restoration of republican school over the national territory, and emphasizes the multiple ideological, educational and material challenges it had to face. Based on a large number of original archives, both private and public, this thesis leads to reevaluate the historiographical standpoint on the history of school of this time. Indeed, the 1940s gave birth to reforms and reflections that made this decade of war a time for experiments and intense learning for the generation of professionals who were to shape the school of the second part of the century. It is in this sense that this historical moment may be called a “war class”.

This thesis contains an analysis of Czech and German history textbooks that are meant for higher primary education and lower secondary education. Emphasis is being put on the interpretation of chosen key events during the Second World War within the given Czech and German textbooks. The author focuses on the theoretical, practical, and image side of this didactic medium. The thesis summarises theoretical knowledge about history textbooks as a basic educational medium. It characterises the ways of teaching about the Second World War in the Czech Republic and the Federal Republic of Germany, specifically in Brandenburg, including History curriculum within the Framework Educational Programme for higher primary education and lower secondary education, and the German Framework Educational Programme. It also mentions the didactic conception and content of history education in both countries. The main objective of the thesis is the research of Czech and German textbooks for primary education and lower secondary education dedicated to the topic of Second World War. The author describes differences and conformities in the conception and general equipment of Czech and German textbooks on both, the content and iconic texts´ side.

The thesis deals with the integration of regional history into the teaching of history, concretely by teaching the regional history of the First and Second World War in the village Krucemburk and its surroundings. The primary objective of the thesis was to show the possibilities of using regional history in history lessons with the help of project education. However, it was found that the pupils of investigated classes are not ready for the intended form of project education due to the initial qualitative research during the observation hours. Because of their abilities, it has been chosen to teach in thematic blocks using the critical thinking program so that appropriate methods are used, while observing the general pedagogical principles of the educational process, which describes a practically focused part of the work. KEY WORDS regional history, The First and Second World War, didactical and methodological potential of regional history, pedagogical research, Krucemburk

La thèse porte sur l'histoire de Radio Vatican et de ses émissions diffusées dans plusieurs langues de sa fondation à la Seconde guerre mondiale. La recherche a démontré que Radio Vatican, moderne moyen d'apostolat fortement voulu par Pie XI, devint avec le temps un moyen de propagande et contre-propagande ainsi que de diplomatie utilisé pour défendre les positions et les décisions du Saint-Siège pendant la guerre. Radio Vatican a été étudiée comme un observatoire spécial pour aborder quelques-unes des problématiques les plus vives concernant le pontificat de Pie XII pendant la guerre: la position de l'église envers le conflit en cours, le rapport avec les régimes (fasciste italien, national socialiste, communiste, de Vichy) et avec les démocraties (Angleterre et États Unis). Les reconstructions des relations de Radio Vatican avec la Curie, l'usage qui fut fait de ce moyen, les contenus des émissions, les décisions de les diffuser, les modalités et les temps, ou ce qu'on préféra taire, tout cela a été l'occasion pour réfléchir sur le gouvernement de l'Église de Eugenio Pacelli. / This dissertation concerns the history of Vatican Radio and its broadcasts spread in several languages from its foundation to the Second World War. The research demonstrates that Vatican Radio, a modern means of apostolate strongly wanted by Pius XI, during the war had become means of propaganda and counterpropaganda, as well as of diplomacy, used to defend the positions and the decisions of the Holy See. Radio Vatican has been studied as a special observatory to approach some of the most outstanding problems concerning the pontificate of Pius XII during the war: the position of the Church towards the conflict, the relationship with the regimes (communist, Italian fascism, national-socialism, of Vichy) and with the democracies (England and the United States). The analysis of the relations between Vatican Radio and the Roman Curia, the use made of this means, the contents of broadcasts, the decision to spread them, the modalities and the times of their diffusion, or of what was preferred to keep silent, all these questions have been an opportunity to meditate upon the government of Eugenio Pacelli's Church.

O romance Wo warst du, Adam? (1951), de Heinrich Böll, e o \"diário coletivo\" Das Echolot. Barbarossa \'41. (2002), de Walter Kempowski, são representações literárias da Segunda Guerra Mundial. O romance foi escrito e publicado no período do pós-guerra, quando a sociedade alemã se encontrava em meio ao sofrimento por perdas materiais, perdas de familiares, e, também, confusa com a manipulação propagandística que havia sofrido por parte do governo alemão. Começava, ainda, a ter acesso a informações sobre os horrores e crimes bárbaros que haviam sido cometidos por soldados nazistas, principalmente contra o povo judeu. O \"diário coletivo\", por sua vez, é formado por colagens de textos individuais autênticos, escritos em sua maioria durante os acontecimentos da Segunda Guerra Mundial, por seus participantes e por aqueles que vivenciaram tal período. Não há nenhuma voz que relacione os testemunhos, a interpretação de tantas vozes dissonantes fica a cargo, exclusivamente, do leitor. Por haver cinquenta anos de intervalo entre as publicações, além de diferenças quanto ao gênero literário, esta pesquisa tem como objetivo verificar se a mudança de estrutura literária e a focalização das personagens/testemunhas estão ligadas à mudança da perspectiva atual da Segunda Guerra Mundial, a qual decorre da memória coletiva do grupo social sobre um acontecimento passado e da qual a literatura incorpora elementos. Não se trata de um estudo empírico sobre a recepção das duas obras literárias, mas sobre o potencial que as obras têm em configurar uma imagem da guerra para o leitor. Em função disso, estabelece-se uma comparação de algumas personagens e testemunhas centrais, não somente daquelas que participaram ativamente da guerra, mas também de quem esteve atento aos seus desdobramentos ou, ainda, a partir das perspectivas daqueles que seriam classificados como vítimas. O trabalho se abstrai de julgamentos pessoais sobre as testemunhas, mas os textos que produziram são analisados, comparando-as com as personagens ficcionais do romance. / The novel Wo warst du, Adam? (1951), from Heinrich Böll, and the \"collective diary\" Das Echolot. Barbarossa \'41. (2002), from Walter Kempowski, are literary representations of the Second World War. The novel was written and published in the post-war period, during which the german society found itself amidst suffering for material and for family losses, and also confused with the manipulative propaganda that had been used by the german government. The society was also gaining access to information about the horrors and hideous crimes that had been perpetrated by the nazi soldiers, especially against the jewish people. The \"collective diary\", on its turn, is composed by a collage of authentic individual texts written mostly during the Second World War, by people who participated in it and by those who lived during that period. There is no voice to connect the testimonies, and the interpretation of such an amount of dissonant voices is left exclusively to the reader. Because of the fifty-year period between the publications and the differences in literary style, this research aims at verifying if the change in literary structure and the focus on the characters/witnesses are connected to the change in the current perspective towards the Second World War, which derives from the collective memory of the social group regarding an event that took place in the past and from which literature incorporates some elements. This research is not an empirical study on the reception of both works. It studies the potential these works have in configuring an image of the war to the reader. Thus, a comparison is established between some characters and central witnesses, not only those who had actively participated in the war, but also those who had accompanied its developments, or even from the perspective of those qualified as victims. The work refrains from making judgements of the witnesses as individuals, but their texts are analyzed and they are compared with the fictional characters of the novel.

Este trabalho analisa, mais do que os cantos de guerra do Brasil durante a Segunda Guerra Mundial, o Brasil dos cantos de guerra. Trabalha com as peças criadas pelos combatentes da FEB e da FAB na Itália, com as músicas difundidas pelos músicos militares e pelas transmissões de rádio feitas pela FEB naquele país, e com os hinos que estimularam as ações patrióticas dos brasileiros em território nacional. Também se utiliza de discos comerciais, lançados nos anos em que o país participou efetivamente do conflito (1942-1945), que revelam a matéria brasileira naquela situação de rearranjo internacional. Todas essas canções passaram pelo crivo da teoria crítica brasileira, encontrando na paródia a ferramenta mais comum à época para a estruturação social na música. / This work analyses, over and beyond the Brazilian war songs during the Second World War, the Brazil (itself) in the war songs. It uses the plays created by the FEB and FAB combatants in Italy, the music revealed by the military musicians and by radio transmissions of FEB as well as the hymns that stimulated the patriotic actions of Brazilians throughout the country. Also, commercial records, launched during the years that the country effectively participated in the conflict (1942-1945), illustrating the Brazilian viewpoint during this particular situation of international rearrangement. All these songs have passed through the sieve of Brazilian Critical Theorry, finding in the parody the most common tool at the time for show the social structures in music.