Refrações históricas e culturais nas transições educacionais recentes: o exemplo dos países europeus do antigo bloco socialista
Barre latérale de l'article
Contenu principal de l'article
Résumé
Trinta anos após a queda do bloco soviético, ainda persiste uma retórica de diferenciação e polarização discursiva entre os padrões educacionais ocidentais e não ocidentais. Tal retórica ofusca uma semelhança potencial, ou homogeneidade, entre os diversos contextos dominantes e marginalizados. Variações regionais, locais e pessoais são prematuramente atribuídas a diferenças culturais fundamentais, embora muitas vezes mal fundamentadas. Procuramos apresentar e resumir preliminarmente os entendimentos existentes quanto à refração na educação e na pesquisa social. Usada esporadicamente, mas raramente definida, a metáfora da refração apresenta: (a) uma multiplicidade de pontos de vista como incentivo à pesquisa social; (b) um progresso científico não relativista como valor final para a compreensão da realidade social; (c) uma abordagem equilibrada em relação à homogeneidade e heterogeneidade na pesquisa social; (d) uma orientação substancialmente histórica para analisar a homogeneidade e a heterogeneidade. A educação nos países europeus do antigo bloco socialista permite demonstrar como são retoricamente exageradas a diferença e a heterogeneidade e como as variações podem ser abordadas de forma mais adequada por meio da análise de refrações.
Téléchargements
Renseignements sur l'article
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
Os trabalhos publicados são de propriedade dos seus autores, que poderão dispor deles para posteriores publicações, sempre fazendo constar a edição original (título original, Cadernos de História da Educação, volume, nº, páginas).
Références
Alexander, J. C. (1984) Three Models of Culture and Society Relations: Toward an Analysis of Watergate. Sociological Theory 2, 290–314.
Birzea, C. (2008) Back to Europe and the Second Transition in Central Eastern Europe. Orbis Scholae 2(2), 105–13.
Considine, G. D. & Kulik, P. H. (eds) (2008) Refraction. In: Van Nostrand's Scientific Encyclopedia (10th ed). Vol. 3. Hoboken, N.J. J. Wiley & Sons, 4473–4473.
Erss, M., Mikser, R., Löfström, E., Ugaste, A., Rõuk, V. & Jaani. J. (2014) Teachers’ views of curriculum policy: the Estonian case.” British Journal of Educational Studies 62(4), 393–411.
Goodson, I. F. 2005. Learning, Curriculum and Life Politics: the selected works of Ivor F. Goodson. Abingdon: Taylor and Francis.
Goodson, I. F. (2010) Times of Educational Change: Towards and Understanding of Patterns of Historical and Cultural Refraction. Journal of Education Policy 25(6), 767–75.
Goodson, I. F. & Rudd, T. (2016) Restructuring, Reform and Refraction: Complexities of Response to Imposed Social Change. Educational Practice and Theory 38(2), 5–21.
Guthrie, G. (2015) Child soldiers in the culture wars. Compare, 45(4), 635–642.
Guthrie, G. (2017) The failure of progressive paradigm reversal. Compare 47(1), 62–76.
Haraway, D. (1997) Modest_Witness@Second_Millennium.FemaleMan_Meets_OncoMouse. Feminism and Technoscience. New York and London: Routledge.
Kennedy, M. T. (2005) Behind the one-way mirror: Refraction in the construction of product market categories. Poetics 33, 201–226.
Kitaevich, E. J. (2014) History that splinters: education reforms and memory politics in the Republic of Georgia. Southeast European and Black Sea Studies 14(2), 319–338.
Krastev, I. & Holmes, S. (2019) The light that failed: A reckoning. London: Allen Lane.
Krastev, I. & Roberts, C. (2020) Imitation, resentment and the rise of populism. Progressive Review 26(3), 277-286.
Kozma, T. & Polonyi, T. (2004) Understanding education in Europe-east: Frames of interpretation and comparison. International Journal of Education and Development 24(5), 467-477.
Lawson, G. (2008) A Realistic Utopia? Nancy Fraser, Cosmopolitanism and the Making of a Just World Order. Political Studies 56, 881-906.
Lefevere, A. (1981) Translated literature: towards an integrated theory. The Bulletin of the Midwest Modern Language Association 14(1), 68-78.
Lefevere, A. (1982) Mother Courage's Cucumbers: Text, System and Refraction in a Theory of Literature. Modern Language Studies 12(4), 3-20.
Mikser, R. & Goodson, I. F. (2020) Narratives of education and curriculum transition in the former socialist European countries: the example of Estonia. In: McCulloch, G., Goodson, I. & Gonzàlez-Delgado, M. (Eds). Transnational Perspectives on Curriculum History. Routledge, Taylor & Francis Ltd, 41–62.
Mincu, M. E. & Horga, I. (2011) Visions of reform in post-socialist Romania: decentralization (through hybridization) and teacher autonomy. In: Silova, I. (Ed.) PostSocialism is not Dead: (Re)Reading the Global in Comparative Education (International Perspectives on Education and Society, Vol. 14. Emerald Group Publishing Ltd, 93–123.
Perry, L. (2005) The seeing and the seen: contrasting perspectives of post-communist Czech schooling. Compare 35(3), 265-283.
Perryman, J., Ball, S., Maguire, M., and Braun, A. (2011) Life in the pressure cooker – school league tables and English and mathematics teachers’ responses to accountability in a resultsdriven era. British Journal of Educational Studies 59(2), 179-195.
Phan, L. H. (2014) The politics of naming: critiquing “learner-centred” and “teacher-asfacilitator” in English language and humanities classrooms. Asia-Pacific Journal of Teacher Education 42(4), 392-405.
Phuong-Mai, N., Terlouw, C. & Pilot, A. (2006) Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context. Intercultural Education 17(1), 1-19.
Phuong-Mai, N., Elliott, J. G., Terlouw, C. & Pilot, A. (2009) Neocolonialism in education: Cooperative education in Asian context. Comparative Education 45(1), 109-130.
Richardson, L. & St. Pierre, E. A. (2005) Writing: A method of inquiry. In: N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 959–978). Thousand Oaks, CA: Sage Publications Ltd.
Rieder, B. (2012) The refraction chamber: twitter as sphere and network. First Monday 17(11), 1-17.
Rizvi, F., Lingard, B. & Lavia, J. (2006) Postcolonialism and education: negotiating a contested terrain. Pedagogy, Culture & Society 14(3), 249-262.
Roberts, J. M. (2002) From reflection to refraction: opening up open Marxism. Capital & Class 26(3), 87-116.
Roberts, J. M. (2014) Critical Realism, Dialectics, and Qualitative Research Methods. Journal for the Theory of Social Behaviour 44(1), 1-23.
Saukko, P. (2003) Doing Research in Cultural Studies. Introduction to Classical and New Methodological Studies. London: SAGE Publications.
Schweisfurth, M. (2015) Make learning, not war. Compare 45(4), 644-647.
Silova, I., & Brehm, W. C. (2013) The Shifting Boundaries of Teacher Professionalism: Education Privatization(s) in the Post-Socialist Education Space. In: T. Seddon, J. Ozga, &, J. Levin (Eds.), World Yearbook of Education. Abingdon: Routledge, 55-74.
Smail, A. (2014) Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach. Compare 44(4), 613-633.
Smith, A. (1776/2007) An Inquiry into the Nature and Causes of the Wealth of Nations. (Ed. Soares, S. M). MetaLibri Digital.
Stables, A. (2005) Multiculturalism and moral education: individual positioning, dialogue and cultural practice. Journal of Moral Education 34(2), 185-197.
Tabulawa, R. (2003) International aid agencies, learner-centred pedagogy and political democratisation: a critique. Comparative Education 39(1), 7-26.
Weber, M. (1949) The methodology of the social sciences (eds. E. A. Shils & H. A. Finch). NY, US: Free Press.
Wolff, L. (1994) Inventing Eastern Europe. The Map of Civilization on the Mind of the Enlightenment. Stanford: Stanford University Press.