GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Inter-ação (Goiânia. Online) |
Texto Completo: | https://revistas.ufg.br/interacao/article/view/13141 |
Resumo: | The article sets out to discuss the profundity of Antonio Gramsci’s concept of intellectual for the writing of the history of education, especially the intellectual history of education. The narrative synthetically presents the process of the constitution of the field of the History of Education and the Intellectual History of Education, articulating them with the fields of History and Education. It revisits this Italian philosopher’s principal reflections on intellectual history and establishes a dialogue between the concept of intellectual as organizer of culture and the intellectual journey of Paulo Freire. As a basis it uses the debate on Historiography and the Historiography of Brazilian Education to raise the issue of the place of the History of Education and of the Intellectual History of Education in the fields of History and Education and in the literature of Intellectual History and Intellectual Sociology, especially in Prison Notebooks, in order to discuss the theme of the analytical possibility of a Gramascian discussion. This study sustains the potentiality of the concept of intellectual as organizer of culture to discuss the actions of characters and groups which have set up cultural and educational projects and occupy functions in different spheres of State and civil society. |
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GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATIONCONCEITO DE INTELECTUAL EM GRAMSCI CONTRIBUIÇÕES PARA A ESCRITA DA HISTÓRIA INTELECTUAL DA EDUCAÇÃOHistória da EducaçãoGramsciThe article sets out to discuss the profundity of Antonio Gramsci’s concept of intellectual for the writing of the history of education, especially the intellectual history of education. The narrative synthetically presents the process of the constitution of the field of the History of Education and the Intellectual History of Education, articulating them with the fields of History and Education. It revisits this Italian philosopher’s principal reflections on intellectual history and establishes a dialogue between the concept of intellectual as organizer of culture and the intellectual journey of Paulo Freire. As a basis it uses the debate on Historiography and the Historiography of Brazilian Education to raise the issue of the place of the History of Education and of the Intellectual History of Education in the fields of History and Education and in the literature of Intellectual History and Intellectual Sociology, especially in Prison Notebooks, in order to discuss the theme of the analytical possibility of a Gramascian discussion. This study sustains the potentiality of the concept of intellectual as organizer of culture to discuss the actions of characters and groups which have set up cultural and educational projects and occupy functions in different spheres of State and civil society.O presente artigo objetiva discutir a fecundidade do conceito de intelectual postulado por Antonio Gramsci para a escrita da história da educação, particularmente da história intelectual da educação. A narrativa apresenta sinteticamente o processo de constituição do campo da História da Educação e da História Intelectual da Educação, articulando-os aos campos da História e da Educação, e revisita as principais reflexões sobre a história intelectual do filósofo italiano, estabelecendo uma interlocução entre o conceito de intelectual como organizador da cultura e aspectos da trajetória intelectual de Paulo Freire. Apóia-se, no debate da Historiografia e da Historiografia da Educação Brasileira para abordar o problema do lugar da História da Educação e da História Intelectual da Educação nos campos da História e da Educação e na literatura da História Intelectual e da Sociologia Intelectual, particularmente nos Cadernos do Cárcere, para tematizar a possibilidade analítica oriunda da discussão gramsciana. Este texto sustenta a potencialidade do conceito de intelectual como organizador da cultura para discutir as ações de personagens e de grupos que estabeleceram projetos culturais e educativos, bem como ocuparam funções em diferentes esferas do estado e da sociedade civil.Faculdade de Educação (UFG)2011-02-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/1314110.5216/ia.v35i1.13141Journal Inter-Ação; Vol. 35 No. 1 (2010): Dossier: Sociology and education; 131-150Revista Inter Ação; Vol. 35 Núm. 1 (2010): Sociologia e educação; 131-150Revista Inter-Ação; v. 35 n. 1 (2010): Sociologia e educação; 131-1501981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/13141/8536Campos, Névio deinfo:eu-repo/semantics/openAccess2014-02-23T14:50:54Zoai:ojs.revistas.ufg.br:article/13141Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:54:27.212188Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION CONCEITO DE INTELECTUAL EM GRAMSCI CONTRIBUIÇÕES PARA A ESCRITA DA HISTÓRIA INTELECTUAL DA EDUCAÇÃO |
title |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION |
spellingShingle |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION Campos, Névio de História da Educação Gramsci |
title_short |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION |
title_full |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION |
title_fullStr |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION |
title_full_unstemmed |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION |
title_sort |
GRAMSCI ’S CONCEPT OF INTELLECTUAL: CONTRIBUTIONS TOWARDS WRITING THE INTELLECTUAL HISTORY OF EDUCATION |
author |
Campos, Névio de |
author_facet |
Campos, Névio de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Campos, Névio de |
dc.subject.por.fl_str_mv |
História da Educação Gramsci |
topic |
História da Educação Gramsci |
description |
The article sets out to discuss the profundity of Antonio Gramsci’s concept of intellectual for the writing of the history of education, especially the intellectual history of education. The narrative synthetically presents the process of the constitution of the field of the History of Education and the Intellectual History of Education, articulating them with the fields of History and Education. It revisits this Italian philosopher’s principal reflections on intellectual history and establishes a dialogue between the concept of intellectual as organizer of culture and the intellectual journey of Paulo Freire. As a basis it uses the debate on Historiography and the Historiography of Brazilian Education to raise the issue of the place of the History of Education and of the Intellectual History of Education in the fields of History and Education and in the literature of Intellectual History and Intellectual Sociology, especially in Prison Notebooks, in order to discuss the theme of the analytical possibility of a Gramascian discussion. This study sustains the potentiality of the concept of intellectual as organizer of culture to discuss the actions of characters and groups which have set up cultural and educational projects and occupy functions in different spheres of State and civil society. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-02-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/13141 10.5216/ia.v35i1.13141 |
url |
https://revistas.ufg.br/interacao/article/view/13141 |
identifier_str_mv |
10.5216/ia.v35i1.13141 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/13141/8536 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
dc.source.none.fl_str_mv |
Journal Inter-Ação; Vol. 35 No. 1 (2010): Dossier: Sociology and education; 131-150 Revista Inter Ação; Vol. 35 Núm. 1 (2010): Sociologia e educação; 131-150 Revista Inter-Ação; v. 35 n. 1 (2010): Sociologia e educação; 131-150 1981-8416 reponame:Inter-ação (Goiânia. Online) instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Inter-ação (Goiânia. Online) |
collection |
Inter-ação (Goiânia. Online) |
repository.name.fl_str_mv |
Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
||revistainteracao@gmail.com |
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1799874761883385856 |