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Karl Mannheim: idéologie, utopie et connaissance
In: Collection Les marches du temps
Karl Mannheim, l'utopie et le temps: Brève anthologie
In: Mouvements: des idées et des luttes, Band 45-46, Heft 3, S. 87
ISSN: 1776-2995
Karl Mannheim, l'utopie et le temps
In: Mouvements: des idées et des luttes, Heft 45-46, S. 87-97
ISSN: 1291-6412
La Gironde et le Bureau d'esprit public : livre et révolution
In: Annales historiques de la Révolution Française, Band 302, Heft 1, S. 571-586
ISSN: 1952-403X
Anne Kupiec, The Gironde and the Bureau of Public Spirit; book and revolution.
Anne Kupiec retraces the history of the Bureau of Public Spirit, created by Roland, Minister of the Interior, the 18 August 1792, and financed by the government. From both the cultural and political point of views its mission was pedagogical. Specifically, there would be intense publication activity (from almanacs and placards to scholarly treatises), sent from lecturers in the departments designed to incite attendance at public readings. At the same time, however, there is no doubt that it also had a partisan mission. The Bureau was the vector of propaganda from the future Gironde ; particularly that generated at the bosom of the popular societies. In another sense, the Bureau played the rôle of government informant as to the state of public opinion.
L'homme est un animal utopique: Entretien avec Miguel Abensour
In: Mouvements: des idées et des luttes, Band 45-46, Heft 3, S. 71
ISSN: 1776-2995
A Leitura do Literário no Brasil
It is critically consider issues related to Brazilians' literary education,analyzing how their reader's history was built (and the myth of the nonreader),in a reading practice sociology approach. We seek to understandwho the readership of colonial Brazil was until the early twentieth century,and how the transition of a European culture consumer's country to acountry that produces its own culture was. Four major events thatcontributed to promote the reading culture in Brazil are discussed: a) thecensorship abolition in 1820; b) the end of the government monopoly overthe press in 1821; c) the establishment of higher education in Brazil in 1827;d) investments in public education, particularly for women, around 1834; e)the professionalization of writers. The story of the book and readers'education were constituted between the habit of servitude and the desire forfreedom.
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