Uma história institucional do Centro Tecnológico do Exército (1979- 2013)

Este trabalho narra a história da criação e do desenvolvimento institucional do Centro Tecnológico do Exército (CTEx), órgão voltado para a pesquisa e o desenvolvimento dos materiais de emprego militar do Exército Brasileiro. A pesquisa teve como objetivo principal analisar a origem da instituição, os motivos para a sua criação e o papel dos principais atores envolvidos, além de apresentar os principais projetos desenvolvidos no CTEx. Inicialmente, analisa-se a área de Ciência e Tecnologia no Brasil entre os anos de 1960 a 1980, e em seguida aprofundam-se os aspectos fundamentais da história do CTEx entre 1979 e 2013. Por fim, são apresentados os resultados obtidos nas entrevistas realizadas com 26 (vinte e seis) servidores (militares e civis) que atuam principalmente nas áreas de pesquisa e desenvolvimento no CTEx.

Experiências da precarização e precariedade do trabalho bancário: um enfoque sobre as narrativas de vida e trabalho do antigo e do novo bancário do Bradesco

Pós-graduação em Ciências Sociais - FFC

La Revista Archivos de Ciencias de la Educación : Apuntes para una o varias historias institucionales

El trabajo describe la trayectoria de la Revista a partir de la evocación que su cuarta época realiza de una ?tradición ilustre? de las Ciencias de la Educación en la UNLP y en la Facultad, desde su origen dentro de la Sección Pedagógica de otra Facultad, la Facultad de Derecho, hasta la creación de la Facultad de CE y su posterior inclusión en la actual estructura de la Facultad. Después de una descripción panorámica sobre todo el período cronológico, se privilegia su incidencia en la construcción institucional y se rastrea el papel que algunos personajes fundamentales -los innovadores- tuvieron en ésta. El desarrollo de esta historia suscitará preguntas imprescindibles para pensar la historia de una Facultad que a pesar de ser la primera facultad pedagógica de América y de tener más de 100 años, aún no tiene armada su propia cronología de historia institucional

La Revista Archivos de Ciencias de la Educación : Apuntes para una o varias historias institucionales

El trabajo describe la trayectoria de la Revista a partir de la evocación que su cuarta época realiza de una ?tradición ilustre? de las Ciencias de la Educación en la UNLP y en la Facultad, desde su origen dentro de la Sección Pedagógica de otra Facultad, la Facultad de Derecho, hasta la creación de la Facultad de CE y su posterior inclusión en la actual estructura de la Facultad. Después de una descripción panorámica sobre todo el período cronológico, se privilegia su incidencia en la construcción institucional y se rastrea el papel que algunos personajes fundamentales -los innovadores- tuvieron en ésta. El desarrollo de esta historia suscitará preguntas imprescindibles para pensar la historia de una Facultad que a pesar de ser la primera facultad pedagógica de América y de tener más de 100 años, aún no tiene armada su propia cronología de historia institucional

La Revista Archivos de Ciencias de la Educación : Apuntes para una o varias historias institucionales

El trabajo describe la trayectoria de la Revista a partir de la evocación que su cuarta época realiza de una ?tradición ilustre? de las Ciencias de la Educación en la UNLP y en la Facultad, desde su origen dentro de la Sección Pedagógica de otra Facultad, la Facultad de Derecho, hasta la creación de la Facultad de CE y su posterior inclusión en la actual estructura de la Facultad. Después de una descripción panorámica sobre todo el período cronológico, se privilegia su incidencia en la construcción institucional y se rastrea el papel que algunos personajes fundamentales -los innovadores- tuvieron en ésta. El desarrollo de esta historia suscitará preguntas imprescindibles para pensar la historia de una Facultad que a pesar de ser la primera facultad pedagógica de América y de tener más de 100 años, aún no tiene armada su propia cronología de historia institucional

The Everglades Ecosystem and the Politics of Nature

In this article, I offer an institutional history of the ecosystem concept, tracing shifts in its meaning and application as it has become the key organizing principle for the Everglades restoration program in Florida. Two institutional forms are analyzed here: (1) quasigovernmental organizations, a term I use to describe interagency science collaboratives and community stakeholder organizations, and (2) government bureaucracies, which are the administrative agencies tasked with Everglades restoration planning and implementation. In analyzing these knowledge trajectories, I both document the complex networks of relations that facilitate the ecosystem’s emergence as an object of knowledge and examine the bureaucratic claims to authority that circumscribe the ecosystem’s transformation into policy.

Mount Carmel in the Commune: Promoting the Holy Land in Central Italy in the 13th and 14th Centuries

The Carmelite friars were the last of the major mendicant orders to be established in Italy. Originally an eremitical order, they arrived from the Holy Land in the 1240s, decades after other mendicant orders, such as the Franciscans and Dominicans, had constructed churches and cultivated patrons in the burgeoning urban centers of central Italy. In a religious market already saturated with friars, the Carmelites distinguished themselves by promoting their Holy Land provenance, eremitical values, and by developing an institutional history claiming to be descendants of the Old Testament prophet Elijah. By the end of the 13th century the order had constructed thriving churches and convents and leveraged itself into a prominent position in the religious community. My dissertation analyzes these early Carmelite churches and convents, as well as the friars’ interactions with patrons, civic governments, and the urban space they occupied. Through three primary case studies – the churches and convents of Pisa, Siena and Florence – I examine the Carmelites’ approach to art, architecture, and urban space as the order transformed its mission from one of solitary prayer to one of active ministry.

My central questions are these: To what degree did the Carmelites’ Holy Land provenance inform the art and architecture they created for their central Italian churches? And to what degree was their visual culture instead a reflection of the mendicant norms of the time?

I have sought to analyze the Carmelites at the institutional level, to determine how the order viewed itself and how it wanted its legacy to develop. I then seek to determine how and if the institutional model was utilized in the artistic and architectural production of the individual convents. The understanding of Carmelite art as a promotional tool for the identity of the order is not a new one, however my work is the first to consider deeply the order’s architectural aspirations. I also consider the order’s relationships with its de facto founding saint, the prophet Elijah, and its patron, the Virgin Mary, in a more comprehensive manner that situates the resultant visual culture into the contemporary theological and historical contexts.

Los economistas colombianos y el problema de la desigualdad

Este trabajo tiene el propósito de responder cómo ha cambiado la manera en que los economistas colombianos hablan sobre “desigualdad” a partir de la segunda mitad del siglo XX.

Ipswich stories : using digital storytelling to research intergenerational sharing of heritage, history, place, identity and community connection : a pilot study

Co-creative media production practices offer important new modes and opportunities for social participation and engagement. In mid-2009 Institute for Creative Industries and Innovation researchers at QUT adapted a specific model of co-creative media production, known as ‘digital storytelling’ and piloted it as an action research platform for facilitating and researching knowledge production based on intergenerational dialogue and exchange. Nine stories were produced and important insights were generated into this particular use of digital storytelling, as well as the impact of institutional constraints and opportunities on the possibilities and outcomes co-creative media practices and processes.

Contradictions : Genre, causal layered analysis and analysis of institutional change

In what follows, I put forward an argument for an analytical method for social science that operates at the level of genre. I argue that generic convergence, generic hybridity, and generic instability provide us with a powerful perspectives on changes in political, cultural, and economic relationships, most specifically at the level of institutions. Such a perspective can help us identify the transitional elements, relationships, and trajectories that define the place of our current system in history, thereby grounding our understanding of possible futures.1 In historically contextualising our present with this method, my concern is to indicate possibilities for the future. Systemic contradictions indicate possibility spaces within which systemic change must and will emerge. We live in a system currently dominated by many fully-expressed contradictions, and so in the presence of many possible futures. The contradictions of the current age are expressed most overtly in the public genres of power politics. Contemporary public policy—indeed politics in general-is an excellent focus for any investigation of possible futures, precisely because of its future-oriented function. It is overtly hortatory; it is designed ‘to get people to do things’ (Muntigl in press: 147). There is no point in trying to get people to do things in the past. Consequently, policy discourse is inherently oriented towards creating some future state of affairs (Graham in press), along with concomitant ways of being, knowing, representing, and acting (Fairclough 2000).

Institutional response and Indigenous experiences of Cyclone Tracy

Early on Christmas morning 1974 Tropical Cyclone Tracy, a Category 4 storm, devastated the Northern Territory city of Darwin leaving only 6% of the city’s housing habitable. The extent of the disaster was largely the result of unregulated and poorly constructed buildings, predominantly housing. While the engineering and reconstruction process demonstrated a very successful response and adaptation to an existing and future risk, the impact of the cyclone of the local community and its Indigenous population in particular, had not been well recorded. NCCARF therefore commissioned a report on the Indigenous experience of Cyclone Tracy to document how Indigenous people were impacted by, responded to, and recovered from Cyclone Tracy in comparison to non-Indigenous groups. The report also considers the research literature on disasters and Indigenous people in the Northern Territory, with a specific focus on cyclones, and considers the socio-political context of Indigenous communities in Darwin prior to Cyclone Tracy.

Mandatory Reporting Laws for Child Sexual Abuse in Australia : A Legislative History

This work conducts a comprehensive historical review and analysis of the legislative principles for mandatory reporting of child sexual abuse in each State and Territory of Australia. The research traces and explains all the significant changes in the development of the laws in each jurisdiction since their inception in 1969 to the year 2013. The research also identifies why the legislation changed in each jurisdiction, covering research into publicly available records, focusing on significant government inquiries and law reform reports, and parliamentary debates. The research is situated within a treatment of the modern discovery of child sexual abuse as a widespread phenomenon of significant public health concern.

The functional liminality of the not-dead-yet students, or, how public schooling became compulsory: A glancing history

This paper redefines the focus for narrating histories of education in the USA through a ‘glancing history’. It highlights the important role played by ‘not-dead-yet students’ who occupied a liminal place on the scale of life in late nineteenth- and early twentieth-century. Traditional histories of education have been more singularly focused on the advent and dynamics of public schooling, ignoring the functionality of such child subjects to public schooling’s existence. This paper argues that public schools as historical objects cannot be understood outside of a broader trinary system of prior institutions that were established for ‘delinquent’ and ‘special’ children. These prior institutions facilitated the formation of ‘the public’ in public schooling less in opposition to ‘the private’ and more in consonance with ‘the human’. The existence of prior institutions enabled the enforcement of compulsory attendance legislation. Compulsory attendance legislation, in place across all existing states by 1918, was concerned more with the conditions for exclusion and exemption than with compelling attendance. Thus, at the most immediate level, this paper historicizes some of the discursive and hence institutional events that linked an array of tutelary complexes by the early 1900s, and which enabled such legislation. This part of the argument extends the notion of institution to consider broader places of confinement and systematicity. It examines the prior practice of reservation and slavery systems, and the efficacy they lent to further institutionalized segregation in the USA. At a second level, the narrative reflects on how such a narration has become possible. It considers how histories of education can currently be rethought and rewritten around the notion of dis/ability, historicizing the formation of dis/ability as identity categories made noticeable in part (and circularly) through the crystallization of a segregated but linked common schooling system. The paper thus provides a counter-memory against dominant economic foundationalist and psychomedical accounts of schooling’s past. It documents both ‘external’ conditions of possibility for public schooling’s emergence and ‘internal’ effects that emerged through the experiences of confinement

The Saintly Madman : A Study of the Scholarly Reception History of Buile Shuibhne

This study examines the scholarly reception history of an early Irish text, Buile Shuibhne (The Frenzy of Suibhne), by focusing on the various theoretical and methodological presuppositions which have determined the scholars’ understanding of the text’s religious allegorical significance in the course of the 20th century. The reception-oriented inquiry takes the intersubjective aspect of literary interpretation as the basis for accentuating the importance of communally shared presumptions and reading strategies in the explication of interpretive variety. The materials of the study have been divided into four frameworks of interpretation: historical, pre-Christian, Christian and anthropological. This heuristic division does not denote mutually exclusive paradigms, but rather refers to perceived similarities within each group regarding the questions posed, and the evidence adduced, in textual analysis. The historical framework concentrates on the issues of the origins of the tale and the possible historicity of its main protagonist. The pre-Christian framework covers the theories of the shamanic, Indo-European and Celtic elements in the text, whereas the Christian framework includes readings emphasising the biblical, monastic and ascetic aspects of the tale. The anthropological framework in turn focuses on the parallels drawn between the narrative and the universal structure of the rites of passage. In addition to the examination of these four frameworks, the study also links the question of methodology with wider issues of authorship and textual integrity, and critically reconsiders the manner in which J.G. O'Keeffe's 1913 edition of the text has been reified in previous scholarship as a representation of a 12th century authorial original. The overall objective of the present case-study is to relate theoretical conceptions of literary theory, comparative religion and historiography to the study of early Irish narrative material by considering the communal and institutional dimension of meaning-making, and the implications of comparative methodology for historical research. In this aim, the prevailing methodological presuppositions informing the scholarly discourse on Buile Shuibhne are set against the wider context of Celtic Studies scholarship, in order to draw attention to the need to critically reflect upon the operations of knowledge production in future research.

The Islamic commercial crisis: Institutional roots of economic underdevelopment in the Middle East

During the second millennium, the Middle East's commerce with Western Europe fell increasingly under European domination. Two factors played critical roles. First, the Islamic inheritance system, by raising the costs of dissolving a partnership following a partner's death, kept Middle Eastern commercial enterprises small and ephemeral. Second, certain European inheritance systems facilitated large and durable partnerships by reducing the likelihood of premature dissolution. The upshot is that European enterprises grew larger than those of the Islamic world. Moreover, while ever larger enterprises propelled further organizational transformations in Europe, persistently small enterprises inhibited economic modernization in the Middle East.