Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions

Detalhes bibliográficos
Autor(a) principal: Santos, Fabiano Antonio dos
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/6047
Resumo: The aim of this paper is to explain the role of educational policies as strategies for the construction of the collective will through the dialectical materialism approach, a concept established by Gramsci (2011), which reflects the social organization of subordinate groups to fight for the production of counter-hegemony. In the first section, the need for the research on educational policies to take clearer positions regarding the epistemological conceptions adopted, in order to avoid a neutral and detached look into social practice is discussed. Next, the debate about the ontopositivity and ontonegativity of politics and the possible implications for a better understanding of their role is presented. After that, Gramsci’s theoretical and practical trajectory while developing the concept of national-popular collective will is approached. Finally, the educational policies are pointed out as strategies for the production of hegemony and counter-hegemony.   Keywords: Educational Policies. Collective Will. Hegemony.
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spelling Towards a materialistic conception of educational policy: Antonio Gramsci’s contributionsPor una concepción materialista de la política educativa: contribuciones de Antonio GramsciPor uma concepção materialista de política educacional: contribuições de Antonio GramsciThe aim of this paper is to explain the role of educational policies as strategies for the construction of the collective will through the dialectical materialism approach, a concept established by Gramsci (2011), which reflects the social organization of subordinate groups to fight for the production of counter-hegemony. In the first section, the need for the research on educational policies to take clearer positions regarding the epistemological conceptions adopted, in order to avoid a neutral and detached look into social practice is discussed. Next, the debate about the ontopositivity and ontonegativity of politics and the possible implications for a better understanding of their role is presented. After that, Gramsci’s theoretical and practical trajectory while developing the concept of national-popular collective will is approached. Finally, the educational policies are pointed out as strategies for the production of hegemony and counter-hegemony.   Keywords: Educational Policies. Collective Will. Hegemony.Con este artículo se pretende explicar, a través del materialismo histórico- dialéctico, el papel de las políticas educativas como estrategia para la construcción de la voluntad colectiva, concepto desarrollado por Gramsci (2011), que traduce la organización social de los grupos subordinados en la lucha por la producción de una contra-hegemonía. En la primera sección, argumentamos acerca de la necesidad de que las investigaciones en política educativa asuman posicionamientos más evidentes en cuanto a las concepciones epistemológicas adoptadas, evitando, así, una mirada neutra y desvinculada de la práctica social. Luego, presentamos el debate sobre la ontopositividade y ontonegatividade de las políticas y las posibles implicaciones para una mejor comprensión de su papel. Así, hacemos explícita la trayectoria teórica y práctica adoptada por Gramsci al desarrollar el concepto de la voluntad colectiva nacional- popular. Por último, destacamos las políticas educativas como estrategias para la producción de la hegemonía y de la contra-hegemonía.   Palabras clave: Políticas Educativas. Voluntad Colectiva. Hegemonía. Com este artigo objetivamos explicitar, através do materialismo histórico-dialético, o papel das políticas educacionais como estratégia para a construção da vontade coletiva, conceito desenvolvido por Gramsci (2011), que traduz a organização social dos grupos subalternos na luta pela produção de uma contra-hegemonia. Na primeira seção, argumentamos sobre a necessidade de as pesquisas em política educacional tomarem posicionamentos mais evidentes quanto às concepções epistemológicas adotadas, evitando, assim, um olhar neutro e desvinculado da prática social. Em seguida, apresentamos o debate sobre a ontopositividade e ontonegatividade da política e as possíveis implicações para a melhor compreensão do seu papel. Evidenciamos, ainda, o caminho teórico-prático percorrido por Gramsci ao desenvolver o conceito de vontade coletiva nacional-popular. Finalmente, destacamos as políticas educacionais como estratégias para a produção da hegemonia e da contra-hegemonia.   Palavras-chave: Políticas Educacionais. Vontade coletiva. Hegemonia.Universidade Estadual de Ponta Grossa2014-05-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/604710.5212/PraxEduc.v.9i2.0007Práxis Educativa; Vol. 9 No. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-460Práxis Educativa; Vol. 9 Núm. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-460Práxis Educativa; V. 9 N. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-460Práxis Educativa; v. 9 n. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-4601809-43091809-403110.5212/PraxEduc.v.9i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/6047/4057Copyright (c) 2014 Práxis Educativainfo:eu-repo/semantics/openAccessSantos, Fabiano Antonio dos2020-04-06T14:01:52Zoai:uepg.br:article/6047Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T14:01:52Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
Por una concepción materialista de la política educativa: contribuciones de Antonio Gramsci
Por uma concepção materialista de política educacional: contribuições de Antonio Gramsci
title Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
spellingShingle Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
Santos, Fabiano Antonio dos
title_short Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
title_full Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
title_fullStr Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
title_full_unstemmed Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
title_sort Towards a materialistic conception of educational policy: Antonio Gramsci’s contributions
author Santos, Fabiano Antonio dos
author_facet Santos, Fabiano Antonio dos
author_role author
dc.contributor.author.fl_str_mv Santos, Fabiano Antonio dos
description The aim of this paper is to explain the role of educational policies as strategies for the construction of the collective will through the dialectical materialism approach, a concept established by Gramsci (2011), which reflects the social organization of subordinate groups to fight for the production of counter-hegemony. In the first section, the need for the research on educational policies to take clearer positions regarding the epistemological conceptions adopted, in order to avoid a neutral and detached look into social practice is discussed. Next, the debate about the ontopositivity and ontonegativity of politics and the possible implications for a better understanding of their role is presented. After that, Gramsci’s theoretical and practical trajectory while developing the concept of national-popular collective will is approached. Finally, the educational policies are pointed out as strategies for the production of hegemony and counter-hegemony.   Keywords: Educational Policies. Collective Will. Hegemony.
publishDate 2014
dc.date.none.fl_str_mv 2014-05-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/6047
10.5212/PraxEduc.v.9i2.0007
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/6047
identifier_str_mv 10.5212/PraxEduc.v.9i2.0007
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/6047/4057
dc.rights.driver.fl_str_mv Copyright (c) 2014 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2014 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 9 No. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-460
Práxis Educativa; Vol. 9 Núm. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-460
Práxis Educativa; V. 9 N. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-460
Práxis Educativa; v. 9 n. 2 (2014): Dossiê: Estudos teóricos e epistemológicos sobre política educacional; 443-460
1809-4309
1809-4031
10.5212/PraxEduc.v.9i2
reponame:Práxis Educativa (Online)
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repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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