The use of personal documents in psychological science,

Reprint. Originally published: 1942.

Liverpool travel documents, 1807

This folder contains five documents related to Croswell's voyage and stay in Liverpool, England.

Niagara Editorial Bureau/Ontario Editorial Bureau Administrative Records

Fonds contains materials related to the St. Catharines, Hamilton and Toronto Offices of the Ontario Editorial Bureau, from the early 1940s to 2008. All invoices and personal documents (life insurance plans, T4 slips, vacation pay, doctor's notes etc.) have been removed from this collection. Resumes have been removed and, if appropriate, placed in the biographical file. Duplicates have been removed.

Les premiers textes de Miron, Gauvreau, Giguère, Lefrançois et Hébert : poétique des commencements et de l'émergence

L’objectif de cette thèse est d’analyser les modes d’émergence de la voix chez cinq écrivains québécois ayant initié, durant les années 1940-1970, leur parcours littéraire à travers la pratique de la poésie. Cette thèse puise à même les ressources de la poétique telle qu’alimentée par les penseurs contemporains (Agamben, Blanchot, Didi-Huberman, Lyotard, Rey, Anzieu) et utilise certains outils d’analyse que fournissent la psychanalyse, la sociocritique, la linguistique et la philosophie. Aussi, certains documents personnels exhumés de divers fonds d’archives des cinq auteurs (lettres, journal, notes, brouillons) concourent à éclairer les modes d’émergence à l’oeuvre dans les premiers poèmes, afin de démontrer comment les écrits à venir se trouvent entièrement préfigurés dans ces textes initiaux. Il s’agit, en somme, de montrer comment ces poètes furent aux prises avec certaines problématiques communes, notamment le grand défi de fonder une parole authentique au sein d’une communauté poétique si longtemps réservée aux élites. Ayant tous amorcé un processus d’écriture à la moitié du XXe siècle, Gaston Miron, Alexis Lefrançois, Claude Gauvreau, Roland Giguère et Anne Hébert n’en demeurent pas moins déterminés par la culture qui les a formés; leurs oeuvres respectives sont, par conséquent, fondamentalement ancrées dans une quête d’élucidation de soi et de l’autre qui ne saurait s’élaborer qu’en suivant les chemins les plus intimes, et dont je tenterai, à travers une lecture personnelle de leurs premiers textes, de rendre toute la portée.

A contribuição do estágio supervisionado para a formação reflexiva do pedagogo

This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMAÇÃO Universidade Estadual do Rio Grande do Norte / Campus Avançado Professor João Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarcão (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoformação, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training

Uma viagem aos saberes das formadoras de professores da Educação Infantil

This study aims to contribute with the professional development of the Trainers of childhood education teachers of the City Department of Education of Natal/RN, through a formation in context, trying to understand the teaching knowledge required in the practice of these professionals. The focus of the research is in teaching knowledge understood as the ideas, beliefs, conceptions, reasons, arguments, speeches that the trainers builds during his life (ALTET, 2001; PIMENTA, 2002; TARDIF, 2001; 2002). The study inserts itself in the qualitative approach of the educational research and the chosen methodology has characteristics of an inquiryaction. In the process, the following instruments had been used: questionnaires, press conferences, personal documents. The relevance of the present research is in achieving reflections concerning the role of the trainers of teachers, who needs to be seen as a mediator in the formation of teachers, in view of the fact that he interferes and is determinative in such a way in the formative process as in its results. The findings demonstrate that: a) the identity of the trainer is in a development process, what it is resembled to the effective situation of that, symbolically, the trainer exists, however, his attributions still are not enough clear; b) the teaching knowledge of the formation in the childhood education are related, among others points, primordially, to the function / role of the childhood education, child and teacher s point of view of this stage of the basic education; c) the Trainers teaching knowledge, concerning the teaching performance, ratifies the multiplicity of knowledge that the trainer must has, beyond the necessary complementarities and conciliation between the administrative and pedagogical aspects in the exercise of the function; d) the Trainers have knowledge that are according to the speech, consisting as declarative knowledge; e) there is a conflict between the teaching knowledge of the Trainers and the actions that are part of real life, generating contradictions between the formative saying and making

Leitura de jornais em famílias de estudantes de escola pública de ensino fundamental

Pós-graduação em Educação - FFC

Em busca do Império: a trajetória intelectual e política de Eduardo Prado

Pós-graduação em História - FCHS

A relação entre Música e Poesia nas canções para Voz Aguda e Piano de Bruno Kiefer

Pós-graduação em Música - IA

Os órgãos de tubos de Guilherme Berner na cidade do Rio de Janeiro

Pós-graduação em Música - IA

As contribuições de Horace Lane na instrução pública paulista (1890-1910)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A construção de uma identidade profissional

Pós-graduação em Educação Matemática - IGCE

Perfil da terminologia dos documentos escolares individuais

Pós-graduação em Estudos Linguísticos - IBILCE

O estudo do Instituto Fernando Henrique Cardoso na perspectiva da teoria arquivística pós-custodial

Pós-graduação em Ciência da Informação - FFC

A escrita da emigração : Memórias e estudos do arquivo familiar do galego Francisco Moura

The article discusses the memories and the history stored in the family archive of Francis Mouro, migrant in Rio de Janeiro, in the first half of the twentieth century. The Mouro family, since the nineteenth century, decided to adopt Brazil as preferred destination. However, like so many Galician families also choose other destinations, moving to Portugal, Uruguay and Argentina. Through letters and personal documents preserved by the immigrant family is possible to reconstruct the migratory chains formed over more than half a century, the solidarity networks and migration of a city of intense immigration to Rio de Janeiro, as the galego city Santa Comba