Gramscian Thought and Brazilian Education

Autor/in	Dore, Rosemary
Titel	Gramscian Thought and Brazilian Education
Quelle	In: Educational Philosophy and Theory, 41 (2009) 6, S.712-731 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2008.00501.x
Schlagwörter	Public Education; Educational History; Foreign Countries; Politics of Education; Role of Education; Social Systems; Educational Principles; Educational Philosophy; Educational Theories; Social Theories; Marxian Analysis; Brazil + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; History of education; Bildungsgeschichte; Ausland; Educational policy; Bildungspolitik; Bildungsauftrag; Social system; Soziales System; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Gesellschaftstheorie; Marxism; Marxismus; Brasilien
Abstract	In the history of Brazilian education, it is only since the 1980s, during the redemocratization of Brazil, that proposals for public education in a socialist perspective have been presented. The past two decades have been marked by a growing interest in Gramscian thought, mainly in the educational field, making possible the elaboration of proposals for public school organization in Brazil. However, intellectuals and pedagogues in Brazil have confused the Gramscian "unitary school" with what is known in Brazil as the "polytechnical school", a vague idea of education which is attributed to Marx and taken up by Lenin in the course of the Soviet Revolution. The two conceptions of education differ because of the varying historical contexts in which Marx, Lenin and Gramsci lived and developed their thinking on the roles of State and school. These fundamental differences have been overlooked during the diffusion of Gramscian thought in Brazil, causing confusion in the understanding of the "unitary school" and the "polytechnical school". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10