Academic literature on the topic 'Dominique (1930-....)'

Em Sergipe, as Escolas Isoladas eram instituições escolares onde a maioria dos sertanejos sergipanos cursava a educação primária. A professora Isabel Doraci Cardoso (86 anos), representando bem a tradição interiorana, fez o seu curso primário entre o final dos anos de 1930 e meados de 1940 nesse tipo de escola. Este trabalho – com base no conceito de experiência de Edward Palmer Thompson (1981), na noção de cultura escolar de Dominique Julia (2001) e a partir de uma abordagem da história vista de baixo, de Jim Sharpe (1992) – propõe-se tratar sobre o processo de formação escolar da referida professora, estabelecendo as fronteiras entre as condições materiais e educacionais experienciadas e reveladas por sua narrativa, que se constituiu fonte e objeto de análise. Os dados revelam, em termos conclusivos, que esse tipo de narrativa contribui para o entendimento de uma pluralidade de circunstâncias que configuram e colaboram com a escrita da história.Palavras-chave: Educação primária. Educação de mulheres. Experiência formativa e (auto)formativa.AbstractIn Sergipe, the Isolated Schools were school institutions where most Sergipean inlander attended elementary education. Professor Isabel Doraci Cardoso (86 years old), well representing the interior tradition, did her elementary course between the late 1930s and the mid-1940s in this type of school. This work – based on the concept of experience of Edward Palmer Thompson (1981), in the notion of school culture of Dominique Julia (2001) and from an approach of history seen from below, of Jim Sharpe (1992) – proposes to deal with the educational process of the said teacher, establishing the boundaries between the material and educational conditions experienced and revealed by her narrative, which was the source and object of analysis. The data reveal, in conclusive terms, that this type of narrative contributes to the understanding of a plurality of circumstances that shape and collaborate with the writing of history.Keywords: Elementary education. Education of women. Formative and (self) formative experience. ResumenEn Sergipe, las Escuelas Aisladas eran instituciones escolares donde la mayoría de los campesinos de Sergipe cursaban la educación primaria. La profesora Isabel Doraci Cardoso (86 años), representando bien la tradición interiorana, hizo su curso primario entre el final de los años 1930 y mediados de 1940 en ese tipo de escuela. Este trabajo – basado en el concepto de experiencia de Edward Palmer Thompson (1981), en la noción de cultura escolar de Dominique Julia (2001) ya partir de un abordaje de la historia vista desde abajo, de Jim Sharpe (1992) – propone tratar sobre el proceso de formación escolar de dicha profesora, estableciendo las fronteras entre las condiciones materiales y educativas experimentadas y reveladas por su narrativa, que se constituyó fuente y objeto de análisis. Los datos revelan, en términos concluyentes, que ese tipo de narrativa contribuye al entendimiento de una pluralidad de circunstancias que configuran y colaboran con la escritura de la historia.Palabras clave: Educación primaria. Educación de las mujeres. Experiencia formativa y (auto) formativa.

Neste trabalho efetua-se uma caracterização dos discursos da pedagogia e da psicologia sobre os problemas de rendimento escolar. A análise incide sobre o período de estruturação do sistema público de ensino e de difusão dos princípios da Escola Nova. São analisados artigos da Revista de Educação, também denominada Educação e Escola Nova, e manuais de psicologia educacional destinados à formação docente, publicados nas décadas de 1930 e 1940. A análise baseia-se em textos de Michel Foucault e Dominique Maingueneau sobre o discurso. O exame dos enunciados da psicologia e da educação indica que a melhoria do rendimento escolar era relacionada à possibilidade de produzir conhecimentos científicos sobre o aluno e controlar, rigorosamente, a organização do trabalho escolar, em especial as atividades docentes.

Dans les années 1930, le gouvernement du Québec ouvre des territoires à la colonisation pour favoriser l’établissement de familles touchées par la grande crise économique. Pour accompagner ces familles, le gouvernement crée des dispensaires qu’il confie à des « infirmières de colonie » pour faire les accouchements et fournir un service médical de première ligne, comme la vaccination et même de petites chirurgies. 174 postes furent ainsi créés dans la plupart des régions du Québec. Juliette Jourdain-Dumont fut l’une de ces infirmières qui exerça le métier à la dure dans le village de Saint-Dominique-du-Rosaire, près d’Amos, en Abitibi. De 1949 à 1952, elle y a fait 295 accouchements, sans en rater aucun. Elle raconte ici sa vie qui fut, à l’entendre et à la lire, une suite de joies que les inévitables difficultés aidaient simplement à préparer.

In March 1898 Abbé Jules Dominique (1838–1902; Bureau, 1903; Fig. 1) published an account of the bees collected by Constant Bar (1817–1884; Oberthür, 1888) and his family in French Guiana (Dominique, 1898). Jean M. Pérez (1833– 1914) had identified both the new and known species reported by Dominique and provided Dominique with manuscript names for the new species. While Pérez never published any of the proposed new species (Anonymous, 1917), Dominique in his account of the collection included both the manuscript names and a brief description in his own words for several of these species. Michener (1987) pointed out the taxonomic implications of this publication, in particular the potential instability to nomenclature when rediscovering names which have not been used for more than a century. While Michener considered several of Dominique’s new names valid, Moure (1967) had incorrectly regarded all of Dominique’s species of Euglossa and Eulaema as nomina nuda.

In 1930 to 1931, the British Museum expedition to Nineveh included among its activities there a stratigraphical sounding which resulted in the establishment of a sequence of prehistoric and early historic remains in northern Mesopotamia over a considerable chronological period (on the deep sounding of Nineveh see now Gut 1995; Gut 2002, esp. pp. 17–22, and also Gut 1999). This sequence, comprising five broadly defined phases, extends from the Neolithic (Ninevite 1) to the early third millennium BC (Ninevite 5).In 1989 I had the opportunity to study archaeological materials deposited in the British Museum in London. I was interested in the earliest Mesopotamian sealings — those of Tell Arpachiyah and Nineveh — and was provided not only with Ninevite 2–3 sealings which I had requested, but also with those of Ninevite 5, so I documented the latter as well. After publishing the Ninevite 2–3 items (Charvát 1994), I had no opportunity to publish the remainder.However, in 2001 Dominique Collon published an analysis of the seal impressions found in the Ninevite 5 archaeological strata documented by the Thompson and Mallowan expedition (Collon 2001; see also Collon 2003). When “Nineveh” was announced as the theme of the 49e Rencontre Assyriologique Internationale, I decided to present a paper on the detailed information I had recorded for a number of the backs of the sealings studied by Collon. My work builds upon Collon's art-historical analysis of the obverse of the sealings, but here I am concentrating on the “hidden faces” of the seal impressions in order to extend my study of the character of socially engineered exchange practices in the protohistorical period of early Mesopotamia.

Dominique Marie Philippe Barbé (Domingos, entre nós) nasceu em Paris no dia 13 de dezembro de 1931. Sua família tem raízes na Bretanha. Ingressou ainda jovem no seminário, ordenando-se em 29 de junho de 1960. Trabalhou sete anos numa paróquia operária na periferia de Paris (Aubervilliers). Chamado à missão de partilhar a vida de pobreza no Terceiro Mundo, veio para o Brasil em 1968, tornando-se padre-operário...