As tradições medievais de casamento influenciaram muitas tradições atuais. Na Idade Média, o casamento era dominado pela Igreja e as mulheres nobres geralmente se casavam antes dos 19 anos com homens mais velhos. As leis do casamento evoluíram para exigir a bênção de um sacerdote e tornar o casamento um ato público. Presentes, vestidos, flores, bolos e festas de casamento variavam de acordo com a classe social, mas o casamento sempre foi uma ocasião grandemente celebrada.
O documento descreve a história de amor entre Vilante e João Alves no século XIX em um pequeno povoado no sertão de Pernambuco. João Alves chegou de Minas Gerais para comprar gado e se hospedou na Casa Grande, onde conheceu e pediu em casamento Vilante. Um ano depois, ele retornou para o casamento com uma comitiva e festejos que duraram vários dias na capelinha local.
O documento descreve a vida em uma fazenda no sertão pernambucano no passado. Uma jovem chamada Vilante se apaixonou por um visitante rico chamado João Alves, que pediu sua mão em casamento. Eles tiveram que esperar um ano para se casar. Quando João Alves retornou para o casamento, houve uma grande festa na fazenda com música e dança. Vilante viveu até os oitenta anos na fazenda.
Uma jovem pobre amava secretamente um príncipe da China antiga. Quando ele lançou um desafio para escolher sua esposa, dando sementes estéreis às pretendentes, somente a jovem retornou sem flores, cultivando a "flor da honestidade" com sua sinceridade e amor puro. Impressionado, o príncipe escolheu-a por sua nobreza de caráter.
El documento resume las actividades de un proyecto Comenius en Almería, España. Los niños esperaron en el aeropuerto la llegada de los participantes extranjeros. Realizaron excursiones como visitar la Alcazaba y el boticario. Hubo presentaciones sobre los caballeros templarios y un teatro de despedida sobre la historia de la Alcazaba. Aunque el tiempo no acompañó, los niños disfrutaron conociendo a gente de otros países.
People lived in castles during medieval times under a feudal system established by William the Conqueror. Lords owned the land and gave some to knights in exchange for military service. Peasants or serfs farmed the land or worked as craftsmen. The castle housed the lord and his family, knights and their families, and many servants who fulfilled roles like cooking, cleaning, crafting, and providing security. Life in a medieval castle involved hierarchies and specialized jobs that supported those who lived and worked there.
The document contains 18 questions about various aspects of life and culture in Italy, including sports, holidays, cuisine, fashion, music, education, cities, and time zones. Questions cover topics like the most famous football player, traditional costumes, favorite foods, singers, dances, sights to see, and whether the school has a uniform or sports facilities. The questions provide an overview of common things tourists may want to know about Italian culture and lifestyle.
Questions written by students of class 2DespinaTil
The Cypriot students ask questions about the Italian students' school including what subjects they study, sports they play, uniforms, locker availability, class start/end times, lunch, after school clubs, teacher quality, number of classrooms and breaks. The Italian students' school is large with a sea view, they study subjects like math, history and art, play sports like basketball and volleyball, wear uniforms, don't have lockers but coat hangers, start at 7:30am and end at 1:05pm, don't have lunch at school but at home, have after school sports clubs, teachers are good but don't shout, there are 30 rooms including 25 classrooms, and they have three breaks of 20
O documento descreve a história de amor entre Vilante e João Alves no século XIX em um pequeno povoado no sertão de Pernambuco. João Alves chegou de Minas Gerais para comprar gado e se hospedou na Casa Grande, onde conheceu e pediu em casamento Vilante. Um ano depois, ele retornou para o casamento com uma comitiva e festejos que duraram vários dias na capelinha local.
O documento descreve a vida em uma fazenda no sertão pernambucano no passado. Uma jovem chamada Vilante se apaixonou por um visitante rico chamado João Alves, que pediu sua mão em casamento. Eles tiveram que esperar um ano para se casar. Quando João Alves retornou para o casamento, houve uma grande festa na fazenda com música e dança. Vilante viveu até os oitenta anos na fazenda.
Uma jovem pobre amava secretamente um príncipe da China antiga. Quando ele lançou um desafio para escolher sua esposa, dando sementes estéreis às pretendentes, somente a jovem retornou sem flores, cultivando a "flor da honestidade" com sua sinceridade e amor puro. Impressionado, o príncipe escolheu-a por sua nobreza de caráter.
El documento resume las actividades de un proyecto Comenius en Almería, España. Los niños esperaron en el aeropuerto la llegada de los participantes extranjeros. Realizaron excursiones como visitar la Alcazaba y el boticario. Hubo presentaciones sobre los caballeros templarios y un teatro de despedida sobre la historia de la Alcazaba. Aunque el tiempo no acompañó, los niños disfrutaron conociendo a gente de otros países.
People lived in castles during medieval times under a feudal system established by William the Conqueror. Lords owned the land and gave some to knights in exchange for military service. Peasants or serfs farmed the land or worked as craftsmen. The castle housed the lord and his family, knights and their families, and many servants who fulfilled roles like cooking, cleaning, crafting, and providing security. Life in a medieval castle involved hierarchies and specialized jobs that supported those who lived and worked there.
The document contains 18 questions about various aspects of life and culture in Italy, including sports, holidays, cuisine, fashion, music, education, cities, and time zones. Questions cover topics like the most famous football player, traditional costumes, favorite foods, singers, dances, sights to see, and whether the school has a uniform or sports facilities. The questions provide an overview of common things tourists may want to know about Italian culture and lifestyle.
Questions written by students of class 2DespinaTil
The Cypriot students ask questions about the Italian students' school including what subjects they study, sports they play, uniforms, locker availability, class start/end times, lunch, after school clubs, teacher quality, number of classrooms and breaks. The Italian students' school is large with a sea view, they study subjects like math, history and art, play sports like basketball and volleyball, wear uniforms, don't have lockers but coat hangers, start at 7:30am and end at 1:05pm, don't have lunch at school but at home, have after school sports clubs, teachers are good but don't shout, there are 30 rooms including 25 classrooms, and they have three breaks of 20
Παρακολουθώ, μελετώ και διαβάζω τις πηγές που έχω μπροστά μου. Στη συνέχεια συμπληρώνω στον πίνακα πληροφορίες για τις ημερομηνίες και τις λέξεις που μου δίνονται.
5th comenius meeting in Cyprus, slideshowDespinaTil
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
An email exchange occurred between students in Cyprus and England, and Cyprus and Finland. The emails introduced the students, providing their names, ages, appearances, interests and future aspirations. They discussed where they go to school, their favorite foods, sports and hobbies.
The children at Agia Napa Primary School in Cyprus participated in a two-year Comenius project called U-Knight Europe from 2011-2013 where they created various artworks related to knights and queens including a textile depicting a queen and knight, large wood paintings, and a piece showing countries' flags and names in an artistic style reflecting the eyes of Comenius.
The document is an invitation for a closing ceremony for the U-Knight Europe project. It thanks someone named D'1 for preparing and distributing the invitations to all the classrooms. The invitation is for a closing ceremony of a project called U-Knight Europe.
The letter is addressed to Comenius friends and discusses plans for an upcoming conference to be held in Prague, Czech Republic. The conference will focus on topics related to the work and legacy of Jan Amos Comenius, a 17th century Czech educator and theologian. All those interested in Comenius' ideas about education and improving the human condition are invited to attend and participate in the discussions.
Representatives from 7 European countries - Finland, Poland, Spain, France, Cyprus, Italy, and the Netherlands - attended the 1st Comenius meeting in Finland. During the meeting, students from the various countries presented on their home countries and performed dances. There were also choir performances and activities like playing hockey. The partners worked productively together, finalized a collaboration contract, and look forward to continuing their work as an excellent team pursuing a united dream.
Atividade letra da música - Espalhe Amor, Anavitória.Mary Alvarenga
A música 'Espalhe Amor', interpretada pela cantora Anavitória é uma celebração do amor e de sua capacidade de transformar e conectar as pessoas. A letra sugere uma reflexão sobre como o amor, quando verdadeiramente compartilhado, pode ultrapassar barreiras alcançando outros corações e provocando mudanças positivas.
Παρακολουθώ, μελετώ και διαβάζω τις πηγές που έχω μπροστά μου. Στη συνέχεια συμπληρώνω στον πίνακα πληροφορίες για τις ημερομηνίες και τις λέξεις που μου δίνονται.
5th comenius meeting in Cyprus, slideshowDespinaTil
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
An email exchange occurred between students in Cyprus and England, and Cyprus and Finland. The emails introduced the students, providing their names, ages, appearances, interests and future aspirations. They discussed where they go to school, their favorite foods, sports and hobbies.
The children at Agia Napa Primary School in Cyprus participated in a two-year Comenius project called U-Knight Europe from 2011-2013 where they created various artworks related to knights and queens including a textile depicting a queen and knight, large wood paintings, and a piece showing countries' flags and names in an artistic style reflecting the eyes of Comenius.
The document is an invitation for a closing ceremony for the U-Knight Europe project. It thanks someone named D'1 for preparing and distributing the invitations to all the classrooms. The invitation is for a closing ceremony of a project called U-Knight Europe.
The letter is addressed to Comenius friends and discusses plans for an upcoming conference to be held in Prague, Czech Republic. The conference will focus on topics related to the work and legacy of Jan Amos Comenius, a 17th century Czech educator and theologian. All those interested in Comenius' ideas about education and improving the human condition are invited to attend and participate in the discussions.
Representatives from 7 European countries - Finland, Poland, Spain, France, Cyprus, Italy, and the Netherlands - attended the 1st Comenius meeting in Finland. During the meeting, students from the various countries presented on their home countries and performed dances. There were also choir performances and activities like playing hockey. The partners worked productively together, finalized a collaboration contract, and look forward to continuing their work as an excellent team pursuing a united dream.
Atividade letra da música - Espalhe Amor, Anavitória.Mary Alvarenga
A música 'Espalhe Amor', interpretada pela cantora Anavitória é uma celebração do amor e de sua capacidade de transformar e conectar as pessoas. A letra sugere uma reflexão sobre como o amor, quando verdadeiramente compartilhado, pode ultrapassar barreiras alcançando outros corações e provocando mudanças positivas.
Slides Lição 9, Betel, Ordenança para uma vida de santificação, 2Tr24.pptxLuizHenriquedeAlmeid6
Slideshare Lição 10, Betel, Ordenança para buscar a paz e fazer o bem, 2Tr24, Pr Henrique, EBD NA TV, 2° TRIMESTRE DE 2024, ADULTOS, EDITORA BETEL, TEMA, ORDENANÇAS BÍBLICAS, Doutrina Fundamentais Imperativas aos Cristãos para uma vida bem-sucedida e de Comunhão com DEUS, estudantes, professores, Ervália, MG, Imperatriz, MA, Cajamar, SP, estudos bíblicos, gospel, DEUS, ESPÍRITO SANTO, JESUS CRISTO, Comentários, Bispo Abner Ferreira, Com. Extra Pr. Luiz Henrique, 99-99152-0454, Canal YouTube, Henriquelhas, @PrHenrique
Slides Lição 11, CPAD, A Realidade Bíblica do Inferno, 2Tr24.pptxLuizHenriquedeAlmeid6
Slideshare Lição 11, CPAD, A Realidade Bíblica do Inferno, 2Tr24, Pr Henrique, EBD NA TV, Lições Bíblicas, 2º Trimestre de 2024, adultos, Tema, A CARREIRA QUE NOS ESTÁ PROPOSTA, O CAMINHO DA SALVAÇÃO, SANTIDADE E PERSEVERANÇA PARA CHEGAR AO CÉU, Coment Osiel Gomes, estudantes, professores, Ervália, MG, Imperatriz, MA, Cajamar, SP, estudos bíblicos, gospel, DEUS, ESPÍRITO SANTO, JESUS CRISTO, Com. Extra Pr. Luiz Henrique, de Almeida Silva, tel-What, 99-99152-0454, Canal YouTube, Henriquelhas, @PrHenrique, https://ebdnatv.blogspot.com/
Sistema de Bibliotecas UCS - Chronica do emperador Clarimundo, donde os reis ...Biblioteca UCS
A biblioteca abriga, em seu acervo de coleções especiais o terceiro volume da obra editada em Lisboa, em 1843. Sua exibe
detalhes dourados e vermelhos. A obra narra um romance de cavalaria, relatando a
vida e façanhas do cavaleiro Clarimundo,
que se torna Rei da Hungria e Imperador
de Constantinopla.
Slides Lição 11, Central Gospel, Os Mortos Em CRISTO, 2Tr24.pptxLuizHenriquedeAlmeid6
Slideshare Lição 11, Central Gospel, Os Mortos Em Cristo, 1Tr24, Pr Henrique, EBD NA TV, Revista ano 11, nº 1, Revista Estudo Bíblico Jovens E Adultos, Central Gospel, 2º Trimestre de 2024, Professor, Tema, Os Grandes Temas Do Fim, Comentarista, Pr. Joá Caitano, estudantes, professores, Ervália, MG, Imperatriz, MA, Cajamar, SP, estudos bíblicos, gospel, DEUS, ESPÍRITO SANTO, JESUS CRISTO, Com. Extra Pr. Luiz Henrique, 99-99152-0454, Canal YouTube, Henriquelhas, @PrHenrique
2. ORIGIN
ORIGEM
The medieval marriages were the source of
some of the current traditions related to marriage.
At this time the Faith ruled the
artistic, intellectual, social and political
events, marriage was clearly in the domain of the
Church.
Most noblewomen married before age 19, and
their grooms were generally much older than them.
Os casamentos medievais estiveram na origem
de algumas das atuais tradições ligadas ao
casamento. Neste tempo em que a Fé dominava os
acontecimentos artísticos, intelectuais, sociais e
políticos, o casamento era claramente do domínio
da Igreja.
A maioria das mulheres da nobreza casava
antes dos 19 anos, e os seus noivos eram, regra
geral, muito mais velhos que elas.
3. THE WEDDING LAWS
AS LEIS DO CASAMENTO
It was during the Middle Ages that the laws of marriage began their evolution.
In 1076, the Council of Westminster decreed that no man should deliver his daughter to
someone without the blessing of a priest.
Later, it was decreed that marriage should not be secret, but a public act.
However, only in the sixteenth century, the Council of Trent decreed that marriage should
be obligatorily celebrated by a priest.
Foi durante a Idade Média que as leis do casamento iniciaram a sua evolução.
Em 1076, o Concílio de Westminster decretou que nenhum homem devia entregar a sua
filha a alguém sem a bênção de um sacerdote.
Mais tarde, foi decretado que o casamento não devia ser secreto, mas antes um ato público.
No entanto, apenas no século XVI, o Concílio de Trento decretou que o casamento devia
ser obrigatoriamente celebrado por um sacerdote.
4. THE WEDDING LAWS
AS LEIS DOS CASAMENTOS
Often the wedding meant the Muitas das vezes o casamento
conclusion of a contract between the significava a celebração de um contrato entre
couple, stipulating the rights of each. os noivos, estipulando os direitos de cada
Inheritance and property were the um. A herança e a propriedade eram os
main reasons justifying these arranged principais motivos que fundamentavam estes
marriages. casamentos arranjados.
Of course there were also É claro que também existiam
marriages for love, but they checked up casamentos por amor, mas estes
especially among lower social classes. verificavam-se sobretudo entre as classes
At this time, the separation of sociais mais baixas.
couples was tolerated, although there Nesta época, a separação dos casais era
was no legal divorce, annulment of tolerada e, embora não houvesse divórcio
marriage was possible by special legal, a anulação do casamento era
circumstances. possível, mediante circunstâncias especiais.
7. Unlike the current tradition, the wedding dress
were not white.
The blue was the traditional symbol of
purity, although the dress could be any other color.
It is also in the Middle Ages that the league
becomes an integral part of a bride's attire.
Contrariamente à tradição atual, o vestido de
noiva não era branco.
O azul era o símbolo tradicional da
pureza, embora o vestido pudesse ser de qualquer
outra cor.
É também na Idade Média que a liga passa a ser
parte integrante da indumentária de uma noiva.
8. THE FLOWERS
AS FLORES
The Crusaders returning from the
Holy Land brought with the, an Islamic
tradition: the orange blossom.
These flowers were, however, very
expensive and only the nobles could
afford.
Os Cruzados que regressavam da
Terra Santa trouxeram consigo uma
tradição Islâmica: a flor de laranjeira.
Estas flores eram, no entanto, muito
caras e apenas os nobres as podiam
comprar.
9. THE WEDDING CAKES
OS BOLOS DE NOIVA
The wedding cake had its origin in an ancient Roman
tradition which was to cut a small piece of bread over the
bride's head, to wish her fertility.
The wedding cake that has several layers, had its origins in
the Middle Ages.
It was tradition for guests to bring small cakes that were
placed on top of each other. The bride and groom then tried
kiss over the cakes without toppling them for luck and
prosperity.
O bolo de noiva teve a sua origem numa antiga tradição
Romana que consistia em partir um pequeno pedaço de pão
sobre a cabeça da noiva, a fim de lhe desejar fertilidade.
O bolo de noiva de "andares" teve a sua origem na Idade
Média.
Era costume os convidados trazerem pequenos bolos que
eram colocados uns em cima dos outros. Os noivos tentavam
então beijar-se sobre os bolos sem os derrubar para dar sorte e
prosperidade.
10. THE GIFTS
OS PRESENTES
In the Middle Ages, at least three Na Idade Média, pelo menos três presentes
wedding gifts were traded: de casamento eram trocados:
- The bride's family was responsible for - A família da noiva era responsável pelo dote da
the dowry of the bride; noiva;
- The groom's family fit the role to give - À família do noivo cabia o papel de dar aos
the grooms a house suitable and adequate noivos uma casa apropriada, bem como um
income; rendimento adequado;
- The priest who celebrated the marriage - O sacerdote que celebrava o matrimónio
received the third gift. recebia o terceiro presente.
Wedding gifts also included small Os presentes de casamento incluíam ainda
pieces of furniture that offered the groom pequenas peças de mobiliário que o noivo
to the bride the morning after the wedding oferecia à noiva na manhã após o casamento ser
to be consummated. This “morning gift" consumado. Este "presente da manhã" ou "oferta
or "thank offering" was given to the bride de agradecimento" era dado para compensar a
compensate for the loss of her virginity. noiva pela perda da sua virgindade.
12. THE CEREMONY
A CERIMÓNIA
The medieval weddings, when concluded between members of the nobility, they often
place in their castles. They were great feasts with lots of entertainment and plenty of food.
That day, the beggars came from far away to receive the remains of the banquet and the
tradition was lord of the castle to free some prisoners.
Os casamentos medievais, quando celebrados entre membros da nobreza, tinham
muitas vezes lugar nos seus castelos. Eram grandes festas com vários divertimentos e
comida farta. Nesse dia, os mendigos vinham de longe para receberem as sobras do
banquete e era tradição o senhor do castelo libertar alguns prisioneiros.
13. THE CEREMONY
A CERIMÓNIA
Among the farmers weddings were celebrated at the bride's house. The whole village
gathered to celebrate the occasion and gifting newlyweds with some wooden utensils and other
tools.
As there was no money for alliances, that tradition was starting a coin was given to the
bride, the other half being given to the groom.
Another tradition was throwing seeds or grains of wheat to the grooms to wish them a
large family.
Entre os camponeses os casamentos eram celebrados na casa da noiva. Toda a aldeia se
reunia para festejar a ocasião e presentear os noivos com alguns utensílios de madeira e outras
ferramentas.
Como não havia dinheiro para alianças, era tradição que uma moeda partida fosse dada à
noiva, sendo a outra metade entregue ao noivo.
Outra tradição era atirar sementes ou grãos de trigo aos noivos para lhes desejar uma
família numerosa.
14. Regardless of social
class, marriage was always an event
greatly celebrated. There was
always a feast to celebrate the
occasion and it could be served up
to six different dishes!
Independentemente da classe
social, o casamento era sempre um
acontecimento grandemente
celebrado. Havia sempre um
banquete para celebrar a ocasião e
nele podiam ser servidos até seis
pratos diferentes!