Border Dialogues: A Study on Education and School in Brazilian Anthropology (original) (raw)
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An analysis of the anthropology of education at the Brazilian Anthropology Meetings (2000-2020)
The field of anthropology of education is in the process of consolidation in Brazil, having expanded considerably in recent years. In this article, I carry out an analysis of the anthropology of education in Brazil based on the activities developed in the last Brazilian Anthropology Meetings (2000-2020). I point to the presence of activities related to education in all editions of the analyzed period, perceiving a certain divide in terms of thematic: on the one hand, those related to the issues of teaching anthropology and the training of anthropologists, on the other, those related to a broader discussion about the anthropology of educational practices. This division reflects, to a certain extent, the different research agendas that anthropologists of education have. In the case of those linked institutionally to the Departments of Anthropology/Social Sciences, there is a greater concern with the theme of teaching anthropology and the training of anthropologists/social scientists, while those linked to the Faculties of Education are closer to a discussion about learning spaces, with emphasis on ethnographic research in the school context. I seek to capture how the agents mobilize themselves in the formation of anthropology of education in Brazil and how this reveals tensions and disputes involving mainly the institutional fragmentation of this field.
Introduction Dossier Anthropology and education
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Researching the universe of education in contemporary Brazil is a great challenge. Over many decades, anthropology has let go of one of its central themes, the socialization of children and youth. As Howard Becker (1961) once said, anthropologists, in the end, were not good advisers. Becker is referring to his research with students of a Medical School. Indeed, our discipline describes how things are and not how they should be. We are thus not proposing a dossier about schools, but one which studies varied questions and social situations through thick descriptions "in" schools and "in" other institutions of education, paraphrasing Clifford Geertz when he says that anthropologists "don't study villages (tribes, towns, neighbourhoods...); they study in villages" (Geertz 1973: 22).
Anthropology of education: analysis of knowledge and advances in Brazil
Mediterranean Journal of Education, 2022
This paper aims to scrutinize, understand, and reflect on the construction and constitution of knowledge in the anthropology of education in Brazil. Hermeneutic content analysis (HCA) was used in this study to understand the scientific content and general sense of the analyzed papers. As a result of the scientific content analysis, the papers show two categories (a) proposition and dialogue/interfaces for an anthropology of education and (b) contributions of anthropology's knowledge to the education field; whereas, the general sense analysis of the papers shows four categories (a) anthropology as a theoretical and methodical foundation for education, (b) the education concept and notion, (c) the image of the professional in the education field, and (d) the school as the research locus. The analysis indicated that the anthropology of education field in Brazil is reduced to a schooling of the anthropology of education and an anthropological determinism concealing educational problems and questions.
This article constructs the trajectory of the introduction of the discipline Anthropology and Education in the Graduate Program in Education (PPGE) at PUC-Rio. The author introduced the course at the end of the 1980s. The text presents several considerations concerning the field of anthropology, defending anthropological studies as an approach to interdisciplinarity between this discipline and numerous others, particularly education. It then emphasizes the political and academic framework in which pedagogy graduate courses were created, such as the Institute of Advanced Studies in Education (IESAE) of the Getúlio Vargas Foundation (FGV), and the PPGE/ PUC-Rio. Finally, it reports the experiences lived by the author and her peers that helped construct the memory of the PPGE/PUC-Rio, focusing on both the relationship between anthropology and education and the research and production experiences of the program.
The anthropology of anthropology : the Brazilian case
1991
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The Australian Journal of Indigenous Education
Indigenous schools are spaces for the convergence of different worldviews and to demonstrate how the creativity of each ethnic group challenges exogenous and established concepts and methodologies. This article examines main trends and pending gaps related to indigenous education in Brazil between the years 2007 and 2019. Issues such as the characterisation of indigenous schools, teachers and students are analysed, with a focus on the evolution of the number of students enrolled, infrastructure, language and pedagogic approaches. The analysis is focused on the states of Mato Grosso do Sul, which has a large indigenous population and an economy based on export-oriented agribusiness, and São Paulo, the main economic, demographic and political centre of Brazil with a much smaller indigenous population. The results demonstrate concrete improvements, especially the expansion of the number of schools and the student population. A growing number of schools are now dedicated to serve indige...
American Anthropologist, 2019
This article proposes a twenty-first-century anthropology of learning: comparative, integrating, powerful , speaking truth to power, and engaging in ethnographic, humanistic, and scientific investigation. Such an enterprise welcomes a wide variety of methods. An anthropology of learning includes-but distinguishes-education, socialization, enculturation, and schooling. It encompasses formal, informal, and nonformal learning. It grapples with definitions of learning and emphasizes that these are part of every human experience. Some learning happens in schools; only some of the learning matches what is explicitly intended. Sometimes learning is fostered by teaching, but pedagogy is not always required. Anthropology is an ideal discipline for investigating learning, education, and schooling-but these topics are not widely known in the field in general. The article proposes three centers of attention and provides an extended example, the "thirty-million-word gap." [learning, schooling, education, word gap] RESUMEN Este artículo propone una antropología del aprendizaje del siglo XXI: comparativa, integradora, y poderosa, que le habla la verdad al poder y comprometida con investigací on etnográficaetnogr´etnográfica, humanística y científica. Tal iniciativa acoge una amplia variedad de m ´ etodos. Una antropología del aprendizaje incluye-pero distingue-educací on, socializací on, enculturací on e instruccí on. Abarca aprendizaje formal, informal y no formal. Confronta definiciones de aprendizaje y enfatiza qué estas son parte de cada experiencia humana. AlgúnAlg´Algún aprendizaje ocurre en escuelas; s ´ olo algúnalg´algún aprendizaje coincide con lo que estáest´está explícitamente diseñadodise˜diseñado. Algunas veces el aprendizaje se estimula con la enseñanzaense˜enseñanza, pero la pedagogía no es siempre requerida. La antropología es una disciplina ideal para investigar sobre aprendizaje, educací on e instruccí on-pero estos t ´ opicos no son ampliamente conocidos en el campo en general. Este artículo propone tres centros de atencí on y provee un ejemplo extendido, el "vacío de treinta millones de palabras." [aprendizaje, instruccí on, educací on, vacío de palabras] , , , , , , , , , , , ""[: ]
Anthropology of Education: An Introduction
Educação e Realidade, 2020
ABSTRACT – Anthropology of Education: an introduction. What is the anthropology of education, and what does it contribute to the study of education? Those questions orient this special issue of Educação & Realidade. Anthropologies of education vary around the world (Anderson-Levitt, 2012a). Indeed, as Elsie Rockwell (2002, p. 3) notes, “[...] the analytic categories used to construct ethnographic texts are not autonomous; they are rooted in the societies in which they are first used, and they reflect actual ways of constructing difference in those societies”. Nonetheless, we might identify some fundamental commitments that have evolved over time. Keywords: Anthropology of Education. Ethnography. Social Theory.
Indigenous School Education in Brazil
Oxford Research Encyclopedia of Education, 2018
preservation of traditions, and negotiation of customs facing national cultures are central themes in the debate about and among indigenous peoples in the world. School education is directly linked to such themes as an instrument of acculturation or self-determination and emancipation. As in other countries of the globe, throughout history, what happened and is happening in Brazil is not isolated fact. Current conditions are the product of colonization processes, the development of industrial society, and more recently of globalization. Such historical processes bring struggles, confrontations, transformations, and solidarity. In the legal sphere, international conventions, declarations, and treaties have influenced more or less directly the norms and laws on the subject: from the papal bull and treaties between colonizing kingdoms, to the Declaration of Human Rights, to Convention 169 of the International Labor Organization, the Brazilian indigenous issue, like that of many other countries, is also based on, supported by, or held back by actions, debates, and international interests. But what makes the case of Brazil worthy of relevance for thinking about indigenous education? Two elements make up an answer: the specific way the governors establish relations with the original peoples, and the fact that Brazil has the greatest diversity of indigenous communities.
Self-determination of the original peoples of any nation, preservation of their territories, preservation of traditions, and negotiation of customs facing national cultures are central themes in the debate about and among indigenous peoples in the world. School education is directly linked to such themes as an instrument of acculturation or self-determination and emancipation. As in other countries of the globe, throughout history, what happened and is happening in Brazil is not isolated fact. Current conditions are the product of colonization processes, the development of industrial society, and more recently of globalization. Such historical processes bring struggles, confrontations, transformations, and solidarity. In the legal sphere, international conventions, declarations, and treaties have influenced more or less directly the norms and laws on the subject: from the papal bull and treaties between colonizing kingdoms, to the Declaration of Human Rights, to Convention 169 of the International Labor Organization, the Brazilian indigenous issue, like that of many other countries, is also based on, supported by, or held back by actions, debates, and international interests. But what makes the case of Brazil worthy of relevance for thinking about indigenous education? Two elements make up an answer: the specific way the governors establish relations with the original peoples, and the fact that Brazil has the greatest diversity of indigenous communities.