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Historia

KNOW YOUR OWN SHIP (WALTON, THOMAS) (Historia)

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FAUST (GOETHE) (Historia)

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THE ANCIENT AND PRESENT STATE OF THE COUNTY AND CITY OF CORK (SMITH, CHARLES) (Historia)

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HISTORICAL SKETCHES OF VIRGINIA HOT SPRINGS, WARM SULPHUR SPRINGS AND BATH COUNT (MCALLISTER, JOSEPH THOMPSON) (Historia)

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THINGS CHINESE (BALL, JAMES DYER) (Historia)

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A JOURNEY FROM ORENBURG TO BOKHARA IN THE YEAR 1820 (ME?ENDORF, EGOR KAZIMIROVICH/JAUBERT, PIERRE-AM‚D‚E/SCHEIDLER, CARL HERMANN) (Historia)

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AUSTRALIANS IN WAR (REAY, WILLIAM T.) (Historia)

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PERSONAL NARRATIVE OF EXPLORATIONS AND INCIDENTS IN TEXAS, NEW MEXICO, CALIFORNI (ANONYMOUS) (Historia)

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PRINCIPLES OF AGRICULTURE (BAILEY, LIBERTY HYDE) (Historia)

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NIVELLS D’ALFABETITZACIÓ I PRÀCTIQUES CULTURALS EN LA CATALUNYA MODERNA: APRENDRE DE LLEGIR, ESCRIURE I COMPTAR (EXPÓSITO AMAGAT, RICARD) (Historia)

Encara és molt gran el nostre desconeixement sobre l’alfabetització o, amb més propietat, els “nivells d’alfabetització” a la Catalunya de l’època moderna (segles XVI-XVIII). Com també l’aprenentatge de les primeres lletres a l’escola i a la llar, a la ciutat i al camp. Aquesta obra intenta contribuir a millorar aquesta situació historiogràfica al nostre país. Ben entès, aquest llibret és sols una primera aproximació, una crida a investigar uns camps fonamentals per comprendre millor la societat catalana i l’europea del període. Aporta, però, noves fonts i nous mètodes per a una història dels processos alfabetitzadors i de les pràctiques culturals vinculades (com ara la lectura en veu alta). La Catalunya urbana era habitada per un nombre significatiu de persones alfabetitzades, ja fos per prestigi (social o estamental) o bé per necessitat (de l’ofici o del càrrec). Com també el camp, el qual no era, per descomptat, un “mar d’analfabetisme”. Els governs municipals i l’Església influïren decisivament l’aprenentatge de les primeres lletres i l’esperonaren, com també, és clar, la mateixa societat. Així, l’ensenyament era una necessitat social que, millor o pitjor, era atesa per les autoritats, de grat o per força, amb l’escola com el principal “agent” de l’alfabetització. Certament, la situació arreu era complexa: un món d’antic règim (i preestadístic) dominat per l’analfabetisme i per l’alfabetització “limitada” i “incompleta”, progressos i regressions dels processos alfabetitzadors, les dificultats de l’ensenyament femení, etcètera, enmig del diàleg o la simbiosi entre l’univers de la impremta i les cultures orals i manuscrites.

THE HISTORY OF INDIA; VOLUME 2 (ELPHINSTONE, MOUNTSTUART) (Historia)

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THE TRAVELS OF PETER MUNDY IN EUROPE AND ASIA, 1608-1667 (MUNDY, PETER) (Historia)

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BRISTOL PAST AND PRESENT, BY F.J. NICHOLLS AND J. TAYLOR (TAYLOR, JOHN/NICHOLLS, JAMES FAWCKNER) (Historia)

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A NARRATIVE OF THE CAPTIVITY AND ADVENTURES OF JOHN TANNER (JAMES, EDWIN/TANNER, JOHN) (Historia)

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