Papers/Artigos by Claudia Bovo
Revista Historia del Orbis Terrarum, 2021
The reciprocal excommunication between the patriarch of Constantinople Michael Cellularius (1043... more The reciprocal excommunication between the patriarch of Constantinople Michael Cellularius (1043-58) and the papal legacy Humbert of Silva Candida (1049-61) marked the division of the Christian churches. The controversy started in epistle sent by Archbishop Leo of Ohrid to Archbishop John of Trani still in 1053. This article aims to revisit the first versions of the Leo of Ohrid epistle, identifying the place of the Bulgarian See in this communication network about azymes bread and Sabbath.
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Esboços, 2020
This article aims to present the general lines the historiographical debate about the connected h... more This article aims to present the general lines the historiographical debate about the connected history methodology for the Middle Ages. To this end, we will start by establishing the origin of this field and the tangible means to carry it out. We will to present concrete research experiences that focus on the Eurasian connections, in the economic, political, religious and intellectual aspects of the Global Middle Ages.
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Revista História Hoje, 2019
As tecnologias da informação alteraram a maneira como as sociedades organizam e compartilham sabe... more As tecnologias da informação alteraram a maneira como as sociedades organizam e compartilham saberes. De maneira implacável, colocaram em xeque instituições e agentes relacionados à produção e reprodução de conhecimentos, entre elas, a escola e o educador. Ao mesmo tempo, as formas como elaboram e armazenam memórias também sofreram mudanças, acarretando consequências ao historiador, até então, legítimo responsável pela organização da memória. Ciente de tais desafios, este artigo discute o uso de modelos de aprendizagem híbrida em sala de aula e a adoção da noção de história pública como estratégias para mitigar tais im-pactos na formação dos professores-historiadores. Além disso, apresentaremos algumas experiências desenvolvidas em nossas atividades docentes nas instituições de ensino onde atuamos, Unesp em Franca (SP) e Universidade Federal do Triângulo Mineiro (UFTM), em Uberaba (MG).
Palavras-chave: história pública; aprendizagem híbrida; ensino de história.
Information technologies have changed the way societies organize and share knowledge. They relentlessly challenge institutions and agents responsible to create and reproduce knowledge, including a school and an educator. At the same time, the ways society produce and store memories also undergone profound changes, resulting in consequences for the historian, until now legitimate responsible for memory organizing. Aware of these matters, this article discusses the use of blended learning method in classroom and the adoption of the notion of public history as strategies to mitigate such impacts in the teachers-historians' formation. In addition, we present some experiences developed in our teaching activities in educational institutions with which we work, Unesp, Franca (SP) and UFTM, Uberaba (MG).
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Revista Outras Fronteiras, 2018
Abstract: The questioning about why to research and teaching Middle Ages in Brazil is usual. Rece... more Abstract: The questioning about why to research and teaching Middle Ages in Brazil is usual. Recently many experts in history teaching defended the extinction of the Middle Ages contents in Brazilian Basic Education, justifying that there is already efficient knowledge about these contents. This perspective seemed to contradict ours viewpoint about the domain of Middle Ages knowledges in Uberaba's Basic Education. We proposed a diagnostic assessment about the learning of the Middle Ages in the public elementary and secondary schools from Uberaba-MG to clarify the matter. The results demonstrated the need to think about the place of historical culture and public history in the historical formation of our youth. Nos últimos 40 anos encontramos diversos estudos sobre a realidade educacional brasileira, as deficiências de seu sistema educativo, as políticas públicas implementadas e revistas na tentativa de enquadrar o conjunto da educação básica em posições melhor ranqueadas nos índices de desenvolvimento humano. Nesse sentido, há pelo menos três décadas o debate em torno das especificidades do ensino de história e suas contribuições para formação intelectual e cidadã tem ocupado lugar de destaque entre professores e historiadores. Para que serve a história na Educação Básica e o que justifica a 1 Resumo do relatório de pesquisa de Iniciação Científica "Os desafios do ensino de temporalidades recuadas na educação básica: o cristianismo medieval", desenvolvido entre Agosto de 2017 e Julho de 2018 e fomentado pela Fapemig.
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Rivista di Storia della Chiesa in Italia, 2017
In the light of the challenge to overcome entreched conceptions that offer few explanations for t... more In the light of the challenge to overcome entreched conceptions that offer few explanations for the dynamics of ecclesiastical powers and their mechanisms of organization in the 11th century, this article investigates the network structures formed during the initial years of Pe- ter Damian’s priory. Particularly their role in establishing a legitimate field of action for the Hermitage of the Holy Cross of Fonte Avellana. From this perspective, Peter Damian’s cor- respondence represents an invaluable corpus to investigate the early stages of a collaborative network, constitued around that anchorite community.
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Revista Chilena de Estudios Medievales, 2017
Resumen: Cuando hablamos de Edad Media, período histórico establecido generalmente entre los sigl... more Resumen: Cuando hablamos de Edad Media, período histórico establecido generalmente entre los siglos V y XV, reproducimos numerosas interpretaciones de esta temporalidad sin darnos cuenta de que se ocupan de las construcciones contemporáneas historiográficas y de las apropiaciones que ayudan a calificar la validez de estos estudios en la actualidad. Como categoría heurística encarnada, la Edad Media llegó hasta nosotros como elemento investigado por la historia disciplinar, que sobrevive en la escala de valores como una inspiración destinada al entretenimiento. Cuestionando los límites cronológicos de esta temporalidad, tenemos por objetivo definir las particularidades que la convierten en una referencia fundamental para el perfeccionamiento teórico de la historia. Por otra parte, vamos a discutir los desafíos actuales impuestos a este campo de investigación.
Abstract: When we talk about Middle Ages, a historical period usually established between fifth and fifteenth centuries, we reproduce innumerable interpretations of this temporality without realize that it is result of historiographical constructions and contemporary appropriations. These groups of notions help us to qualify the validity of Medieval Studies in Contemporaneity. As an concept, the Middle Ages came to us as an element investigated by historical science, which survives in the social ethos as an inspiration for entertainment. Inquiring the chronological limits of this temporality, we have the aim to delimit the particularities that make it fundamental reference for the Theory of history. Moreover, we will discuss the current challenges imposed on this research field.
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Revista História Hoje, 2017
A necessidade de discutir quais são os conhecimentos históricos necessários e apropriados para as... more A necessidade de discutir quais são os conhecimentos históricos necessários e apropriados para as gerações que hoje frequentam as escolas tem norteado o desenvolvimento de pesquisas acadêmicas
em torno da relação entre a formação da consciência histórica, a construção da competência narrativa em história e a aprendizagem histórica. Com base na reflexão sobre os exercícios de periodização em história, pretendemos delimitar as particularidades que tornam os campos da História Antiga e da História Medieval indispensáveis para a aprendizagem histórica na Educação Básica Brasileira. Mas como o trato com temporalidades tão recuadas pode nos ajudar a aprimorar a aprendizagem da história? A resposta a essa questão não é simples. Ela demanda reflexão sobre as formas de definir e usar as fontes nesses campos de investigação.
The necessity of discussing what are the needed and appropriated historical knowledges to the generations that today attend school have stated the development of academic researches encompassing the relationship among historical consciousness, narrative competence construction and historical learning process. Based on the reflection about exercises of periodization in history, we intend to limit the particularities that make the fields of Ancient and Medieval History meaningful to the historical learning in the Brazilian Basic Education. But
how early temporalities can help us to improve the history learning process? The answer to this question is not simple. It demands reflections about the ways of defining and using historical sources in the investigation field.
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História (São Paulo), 2015
Between XIth and XIIth centuries, the art of writing letters got prominence among men who dominat... more Between XIth and XIIth centuries, the art of writing letters got prominence among men who dominated the writing. The epistolography acquired a new impetus under the medieval man's feather, both by the amount of text produced and preserved, as for the improvement of the techniques of composition. Therefore, we consider appropriate to investigate the epistolography in XIth century, notably, in a set of letters that represents its socio-political weight as a means of communication. Specifically, we chose to follow the epistolary trajectory of Peter Damian, an important reference to dictatores in XIIth century. Peter Damian did use his correspondence as an instrument for the communication of cenobitic and eremitical precepts. He gave us a complex scene of the relationships established by the improvement of epistolary communication mechanisms. These letters demonstrate his attempt to intervene in doctrinal debates and political strategies adopted by both the papacy, as the regional clerical leaders with whom he spoke.
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Revista anos 90, 2013
The simony has a long history of qualification and combat in Christian
texts. In correspondence o... more The simony has a long history of qualification and combat in Christian
texts. In correspondence of Peter Damian found its main ecclesiological conceptions and the appropriate actions to combat this sin, which for many historians
was the integrator element of a reform programme spearheaded by the papacy
in the 11th century. From of the diachronic organization of Damian’s epistolary
(1042-1072), in this article we will do a review of these studies, investigating the
meanings of simony’s combat fi led by avelanita. Specifically, we are interested in
understand whether simony was a part of a “reform program” encouraged by
the papacy and endorsed by partners of Peter Damian, or if it was a prerogative
to strengthen and make a institucionalization of the eremitical community of Fonte Avellana
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Revista História & Cultura, 2013
This article’s intention is to problematize the use of chivalry romances as historical documents ... more This article’s intention is to problematize the use of chivalry romances as historical documents for the investigation of the Middle Ages. Concerned with understanding the appearance of this textual genre, its function and historical investigative potential, we have analyzed a group of works – Chrétien de Troyes’s Romans, Béroul’s Tristan, and Jean d’Arras’s Melusine Romance. Our goal is to verify how these works portray certain social representations, whose finality was to formalize a pedagogic action in the French courts where they were recited.
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Revista Veredas da História, 2011
This article seeks to understand what were the conceptions of renewal (Renovatio) given by Peter ... more This article seeks to understand what were the conceptions of renewal (Renovatio) given by Peter Damianin his correspondence and it simplications for the formation of a legitimate space for action for hermitical monasticism.
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Revista Territórios e Fronteiras, 2011
The medieval relationship is still a new area of research, even after three decades of holding th... more The medieval relationship is still a new area of research, even after three decades of holding the symposium Famille et parente dans l'Occident medieval, from which approaches the subject no longer focus on a demographic-historical vision of the relationship to insert an anthropological approach it. Considering the need to refine and enrich the discussions on this issue, we propose to examine the bonds of spiritual relationship as a form of reproduction of relations of feudal power. Most studies conducted so far have concentrated on the documentation produced in Latin ecclesiastical environment, so we decided to work the secular perspective from Tristan de Béroul.
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RIBEIRO, R. R.; BOVO, C. R.
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Mestrado/Master by Claudia Bovo
The medieval relationship’s studies comprehend a group of social relations that needs to be defin... more The medieval relationship’s studies comprehend a group of social relations that needs to be defined and understood as agents in a feudal system’s reproduction. The blood and affinity relations have an important role, not just as an expression of domestic medieval life, but as elements of feudal power sustentation. These relations not only delimited the basis of laical’s aristocracy social supremacy but also defined the social-cultural identities. Thus, our research privileges the analysis of the vernacular document known as Béroul’s Tristan to get the representations of the relationship structure transmitted by this laical speech, which was transcribed from the oral form on XII century. The Béroul’s narrative presents us a debilitated monarch front of feudal lords overindulgence, a blood relation disregarded to the advantage of an artificial relationship and finally, an irreverent marriage model that escapes from the church’s sacramental wishes, turning aside also from the laical marriage orientation. Our aim is to find in the relations between Tristan, Isolt, the king Marc and the deceitful barons, the possibility of lineage representation, the specification of avuncular relations and of feudal dependency/solidarity relations. These artificial relations had acquired more depth with the advent of ecclesiastic reform and the consequent Church’s interference in social relations regulation, becoming, along matrimony, important vectors of caritas.
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Tese/Thesis Chapters by Claudia Bovo
Peter Damian (1007-1072), hermit and cardinal-bishop, is recognized as an important reference of ... more Peter Damian (1007-1072), hermit and cardinal-bishop, is recognized as an important reference of "Gregorian Reform". Spiritual authority of Fonte Avellana and Ravena's See, he was involved in discussions about the actions of renewal in monastic and episcopal circles and became cardinal-bishop of Ostia and papal legacy. In Peter Damian's letters, the development of Christian renewal had been concentrated in the process of identification, denunciation and punishment of the ecclesiastical corruption, in which the fight against simony, the hermitical experience and the sacralization of patrimony decisively influenced. Thus, our objective is to investigate if the appeal of Christian renewal built by Damian was focused on the transformation of the Roman See, or was just a defense of the immunities an exemptions conquered by monasteries and hermitages submitted to his authority. Additionally, we intend to measure the importance of the monastic references, especially those grounds cenobitical-hermitic references, in the Damian's reforming actions. Coordinating the definition of social places and political use of this identification, the prospects for Christian renewal built by Peter Damian were inserted in the debate about the structure of ecclesiastical power in feudal society.
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Chapters/ Capítulos em coletâneas by Claudia Bovo
ASSIS, A.; et. al. Ensinos de História em Minas Gerais: experiências, desafios, complexidades e resistências, 2022
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In: VIANNA, Luciano José (org.) A História Medieval entre a formação de professores e o ensino na Educação Básica no século XXI: experiências nacionais e internacionais, 2021
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In: NASCIMENTO, Renata Cristina; SOUZA, Guilherme Queiros de (orgs.). DICIONÁRIO: CEM FRAGMENTOS BIOGRÁFICOS A IDADE MéDIA EM TRAjETóRIAS Tempestiva, 2020
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Papers/Artigos by Claudia Bovo
Palavras-chave: história pública; aprendizagem híbrida; ensino de história.
Information technologies have changed the way societies organize and share knowledge. They relentlessly challenge institutions and agents responsible to create and reproduce knowledge, including a school and an educator. At the same time, the ways society produce and store memories also undergone profound changes, resulting in consequences for the historian, until now legitimate responsible for memory organizing. Aware of these matters, this article discusses the use of blended learning method in classroom and the adoption of the notion of public history as strategies to mitigate such impacts in the teachers-historians' formation. In addition, we present some experiences developed in our teaching activities in educational institutions with which we work, Unesp, Franca (SP) and UFTM, Uberaba (MG).
Abstract: When we talk about Middle Ages, a historical period usually established between fifth and fifteenth centuries, we reproduce innumerable interpretations of this temporality without realize that it is result of historiographical constructions and contemporary appropriations. These groups of notions help us to qualify the validity of Medieval Studies in Contemporaneity. As an concept, the Middle Ages came to us as an element investigated by historical science, which survives in the social ethos as an inspiration for entertainment. Inquiring the chronological limits of this temporality, we have the aim to delimit the particularities that make it fundamental reference for the Theory of history. Moreover, we will discuss the current challenges imposed on this research field.
em torno da relação entre a formação da consciência histórica, a construção da competência narrativa em história e a aprendizagem histórica. Com base na reflexão sobre os exercícios de periodização em história, pretendemos delimitar as particularidades que tornam os campos da História Antiga e da História Medieval indispensáveis para a aprendizagem histórica na Educação Básica Brasileira. Mas como o trato com temporalidades tão recuadas pode nos ajudar a aprimorar a aprendizagem da história? A resposta a essa questão não é simples. Ela demanda reflexão sobre as formas de definir e usar as fontes nesses campos de investigação.
The necessity of discussing what are the needed and appropriated historical knowledges to the generations that today attend school have stated the development of academic researches encompassing the relationship among historical consciousness, narrative competence construction and historical learning process. Based on the reflection about exercises of periodization in history, we intend to limit the particularities that make the fields of Ancient and Medieval History meaningful to the historical learning in the Brazilian Basic Education. But
how early temporalities can help us to improve the history learning process? The answer to this question is not simple. It demands reflections about the ways of defining and using historical sources in the investigation field.
texts. In correspondence of Peter Damian found its main ecclesiological conceptions and the appropriate actions to combat this sin, which for many historians
was the integrator element of a reform programme spearheaded by the papacy
in the 11th century. From of the diachronic organization of Damian’s epistolary
(1042-1072), in this article we will do a review of these studies, investigating the
meanings of simony’s combat fi led by avelanita. Specifically, we are interested in
understand whether simony was a part of a “reform program” encouraged by
the papacy and endorsed by partners of Peter Damian, or if it was a prerogative
to strengthen and make a institucionalization of the eremitical community of Fonte Avellana
Mestrado/Master by Claudia Bovo
Tese/Thesis Chapters by Claudia Bovo
Chapters/ Capítulos em coletâneas by Claudia Bovo
Palavras-chave: história pública; aprendizagem híbrida; ensino de história.
Information technologies have changed the way societies organize and share knowledge. They relentlessly challenge institutions and agents responsible to create and reproduce knowledge, including a school and an educator. At the same time, the ways society produce and store memories also undergone profound changes, resulting in consequences for the historian, until now legitimate responsible for memory organizing. Aware of these matters, this article discusses the use of blended learning method in classroom and the adoption of the notion of public history as strategies to mitigate such impacts in the teachers-historians' formation. In addition, we present some experiences developed in our teaching activities in educational institutions with which we work, Unesp, Franca (SP) and UFTM, Uberaba (MG).
Abstract: When we talk about Middle Ages, a historical period usually established between fifth and fifteenth centuries, we reproduce innumerable interpretations of this temporality without realize that it is result of historiographical constructions and contemporary appropriations. These groups of notions help us to qualify the validity of Medieval Studies in Contemporaneity. As an concept, the Middle Ages came to us as an element investigated by historical science, which survives in the social ethos as an inspiration for entertainment. Inquiring the chronological limits of this temporality, we have the aim to delimit the particularities that make it fundamental reference for the Theory of history. Moreover, we will discuss the current challenges imposed on this research field.
em torno da relação entre a formação da consciência histórica, a construção da competência narrativa em história e a aprendizagem histórica. Com base na reflexão sobre os exercícios de periodização em história, pretendemos delimitar as particularidades que tornam os campos da História Antiga e da História Medieval indispensáveis para a aprendizagem histórica na Educação Básica Brasileira. Mas como o trato com temporalidades tão recuadas pode nos ajudar a aprimorar a aprendizagem da história? A resposta a essa questão não é simples. Ela demanda reflexão sobre as formas de definir e usar as fontes nesses campos de investigação.
The necessity of discussing what are the needed and appropriated historical knowledges to the generations that today attend school have stated the development of academic researches encompassing the relationship among historical consciousness, narrative competence construction and historical learning process. Based on the reflection about exercises of periodization in history, we intend to limit the particularities that make the fields of Ancient and Medieval History meaningful to the historical learning in the Brazilian Basic Education. But
how early temporalities can help us to improve the history learning process? The answer to this question is not simple. It demands reflections about the ways of defining and using historical sources in the investigation field.
texts. In correspondence of Peter Damian found its main ecclesiological conceptions and the appropriate actions to combat this sin, which for many historians
was the integrator element of a reform programme spearheaded by the papacy
in the 11th century. From of the diachronic organization of Damian’s epistolary
(1042-1072), in this article we will do a review of these studies, investigating the
meanings of simony’s combat fi led by avelanita. Specifically, we are interested in
understand whether simony was a part of a “reform program” encouraged by
the papacy and endorsed by partners of Peter Damian, or if it was a prerogative
to strengthen and make a institucionalization of the eremitical community of Fonte Avellana
http://www.ppghis.com/territorios&fronteiras/index.php/v03n02/issue/view/16/showToc
Sumário:
Apresentação: Cláudia Bovo (UFTM) e Rossana Alves B. Pinheiro (UNIFESP)
Mosteiros, lugares de vida e espaço social: sobre a construção dos complexos monásticos no Ocidente Medieval - Michel Lauwers (Université de Nice)
"Propositum vitae" e lugares de vida monástica (séculos XIII-XIV) - Cécile Caby (Université Lyon 2)
As cortes croatas e o papado do século IX ao XII - Stéphane Gioanni (École Française de Rome)
Mosteiros cistercienses, religiosidade e santidade (León, Espanha, séculos XI-XIII) - Maria Filomena Coelho (UnB)
Hagiografia, propaganda e memória histórica: o monasticismo na Legenda Aurea de Jacopo de Varazze - Néri de Barros Almeida (Unicamp)
O pregador e a sociedade local: a luta pela poder pastoral no seio das cidades da Baixa Idade Média ocidental (séc. XIII-XIV). André Miatello (UFMG)
Os frades dominicanos e o mosteiro da Batalha: fontes para uma reconstrução histórica - Renata Nascimento (UEG\UFG\PUC-GO)
Quadro geral do monaquismo português em Quatrocentos - Saul Saul António Gomes (Universidade de Coimbra)
En el marco de dichas Jornadas se presentaron diversos acercamientos sobre la circulación de ideas a través de textos cristianos en el Oriente bizantino y en relación con el Occidente europeo. De este modo, los tres trabajos que componen el presente dossier se complementan, tanto por su perspectiva metodológica, como por su temática afín, además de materializar las colaboraciones grupales entre los estudiosos que conforman dicho grupo de trabajo. Los tres autores realizan un aproximamiento directo a fuentes que, ya sean epístolas, hagiografías u obras historiográficas, tienen en común analizar perspectivas de origen oriental y cristiano sobre fenómenos de repercusiones más amplias. Esto posibilita dos cuestiones de suma importancia, por un lado, expandir el conocimiento sobre las relaciones entre el Occidente europeo y el Oriente bizantino e islámico y, por el otro, plantear nuevas interrogantes y potenciales líneas de investigación. Así pues, el dossier está integrado por dos artículos en portugués y uno en español, aspecto que refleja, no sólo la pluralidad de perspectivas, sino también la labor de una comunidad de investigadores de varios países latinoamericanos que componen la RED/e
Este curso se insere na perspectiva da História Conectada e tratará do Mediterrâneo como um espaço de conexão e de comunicação entre as diferentes comunidades que viviam em suas margens. Sem minimizar os conflitos (inclusive entre as comunidades cristãs) que fazem parte de sua história, essa perspectiva também procura observá-los a partir de dados e perspectivas mais abrangentes, com a intenção de suplantar o peso do modelo anacrônico decorrente da ideia de choque de civilizações.
Justificativa:
A percepção do Mediterrâneo como fronteira entre povos e processos históricos com destinos divergentes deve muito à obra de Henri Pirenne, especialmente ao clássico "Maomé e Carlos Magno". A tese de Pirenne, que associava a expansão muçulmana nos séculos VII e VIII ao fechamento do Mar Mediterrâneo ao comércio e à navegação dos cristãos, foi objeto muito cedo de críticas. Estas mostraram a permanência de uma intensa rede comercial que tinha o Mediterrâneo como palco e cujas ramificações se estendiam à Escandinávia, ao Báltico e ao Mar do Norte. No entanto, as críticas à tese de Pirenne não produziram uma história conectada do Mediterrâneo, seja do ponto de vista político, seja do ponto de vista econômico ou cultural, ainda que Ferdinand Braudel tenha produzido uma síntese de sua história como espaço natural. O peso das histórias nacionais, bem como os imperativos da especialização nos campos da História e da Arqueologia, explicam a razão pela qual só recentemente os historiadores procuraram construir uma narrativa global sobre o Mediterrâneo.