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- W331982893 abstract "A educacao sempre foi um tema central das ciencias sociais. Os ditos pais fundadores da sociologia abordaram esta questao, e autores classicos como Talcott Parsons e T. H. Marshall perceberam sua centralidade na explicacao da modernidade. Porem atualmente o tema educacional parece ter se distanciado do debate sociologico. Se autores como Pierre Bourdieu, Anthony Giddens e Jurgen Habermas abordam o tema, eles tendem a apresentar a instituicao escolar como educacao abstrata com efeitos abstratos. Meu objetivo e apontar como este tipo de perspectiva nao leva em conta as relacoes da educacao com as outras instituicoes sociais, e sua construcao historica dentro de debates sociais e disputas mais amplas da sociedade. Ao mesmo tempo esta perspectiva abandona a tradicao sociologica brasileira, extremamente marcada em sua genese pelo debate educacional. As primeiras geracoes de sociologos brasileiros estiveram envolvidas em debates sobre o tema em instituicoes de pesquisa centrais como o Inep e o CBPE e, ao definirem um projeto nacional de educacao criavam um projeto de modernidade brasileiro. Se compreendermos educacao como uma instituicao central desta Modernidade, construida historicamente, ela deixa de ser uma questao resolvida. Nao e mais possivel importar passivamente solucoes internacionais. Faz-se necessario projeto sociologico e social que leve em conta as particularidades nacionais, e contribui de forma ativa para o debate mais amplo da disciplina. Education has always been a central issue for Social Scientists. The Founding Fathers of Sociology as well as central authors like Talcott Parsons and T. H. Marshal discussed its central role among Modern Institutions. However, the educational issue does not seem to be in the mainstream of Sociological debate anymore. Authors like Pierre Bourdieu, Anthony Giddens and Jurgen Habermas still make reference to Education, but they tend to present it as an abstract institution with abstract effects. My aim is criticize this perspective because it does not take into account the relations between educational system and other social institutions, nor its historical construction that took place inside social debates and public disputes for its definition. At the same time, this perspective ignores the Brazilian Sociological Tradition, strongly influenced by the educational debate. The first generations of Brazilian sociologists were involved in institutions devoted to educational policies -- like Inep and CBPE -- and included the educational sphere in their theories about what a “Brazilian Modernity” should be. If we understand education as a historically built institution, it is impossible to passively “import” a solution from the international debate. A sociological and social project that considers the national specificity of the educational system is necessary, and it can contribute to the broader debate of this discipline in Brazil. Keywords: education, educational systems, modernity, historical sociology, sociology of education." @default.
- W331982893 created "2016-06-24" @default.
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- W331982893 date "2002-01-01" @default.
- W331982893 modified "2023-09-26" @default.
- W331982893 title "Sociologia e Educação: um debate teórico e empírico sobre modernidade" @default.
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