O serviço social no Brasil: a reinstrumentalização necessária

Pós-graduação em Serviço Social - FCHS

A questão russa para Marx e Engels

O artigo aborda a evolução do pensamento de Marx e Engels sobre a Rússia dos czares, particularmente no que tange a política internacional e o papel da comuna agrária dentro da crise dessa formação social. Procura também perceber as diferenças de concepção presentes entre os fundadores do comunismo crítico.

Ciências Sociais e trajetória intelectual: entrevista com Wanderley Guilherme dos Santos

Nesta entrevista, Wanderley Guilherme dos Santos descreve sua trajetória política e intelectual desde os anos sessenta. Fala da universidade pública, de instituições como o ISEB e o IUPERJ, da UNE, do PCB, do MST, do PT, da FIESP, da CUT e outras, além de tecer comentários sobre o processo sócio-político, os direitos de cidadania e a democracia no Brasil.

O espaço como foco de múltiplas significações

O espaço, categoria de importância para as Ciências Sociais e da Geografia, em particular, é submetida a uma discussão crítica. É um investimento realizado sobre uma bibliografia basicamente restrita aos anos oitenta e circunscrita quase que totalmente a autores de orientação marxista. Conclui que aquela literatura só permite chegar a uma definição do espaço como foco síntese de múltiplas significações imaginárias.

Marxismo, etnia e reprodução social

O texto discute as possibilidades teóricas para a reconstrução do conceito de etnia a partir dos pressupostos do marxismo antropológico.

Marxismo antropológico e a produção das relações sociais

A construção de uma teoria da produção das relações sociais no ângulo do marxismo antropológico e das práticas sócio-históricas de sociedades não-capitalistas.

As primeiras interpretações marxistas da realidade brasileira

Pós-graduação em Ciências Sociais - FFC

Marx (1843-1852): política e revolução - um (re)encontro com a emancipação do trabalho

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Caio Prado Jr. e o intelectual marxista hoje

This article proposes to engage in dialogue with the work and the trajectory of Caio Prado Júnior, one of the most influential historians and Marxist intellectuals of Brazil. The intention is not to evaluate his production in detail, nor follow the relationships she had with the Brazilian society and the historian’s political options, something already conducted by several researchers. Instead, its intention is to “use” his trajectory and style to freely reflect on some traces of Marxism in Brazil and especially on certain dilemmas inherent in the performance of the Marxist intellectuality. Caio Prado Jr. will, therefore, be treated here as a parameter for a broader reflection on the intellectuals.

A pedagogia histórico-crítica e a formação da individualidade para sí

Is there a place inside Marxism for the debate on individuality? Does the historical-critical pedagogy need a theory of individual’s education? The article answers affirmatively to both questions and analyses the pillars of a Marxist theory of human individuals’ education. The start point is the relation between the processes of objectification and appropriation that were originated by the work activity. The relation between objectification and appropriation is analysed from a dialectical materialistic historical perspective. This perspective implies the understanding of the contradiction generates by class struggle that gives to the sociocultural development both the meanings of humanization and alienation. In this sense, individual’s education is understood as part of historical self-building process of humankind. The direction of this movement is from humanity in itself to humanity for itself that means a process that promotes the development of free and universal individuality.

A pedagogia histórico-crítica e o marxismo: equívocos de (mais) uma crítica à obra de Dermeval Saviani

This paper analyses a PhD dissertation which was written by Ademir Lazarini with the purpose to present a radical criticism to the Dermeval Saviani´s interpretation of the relation between the capital and the school education. The dissertation argues that the Historical-Critical Pedagogy based on Saviani’s works is very distant from the Marxian theory of capitalist society. The paper detects fundamental mistakes inside the criticism formulated by the author of the dissertation and the examination of those mistakes revealed a lack of comprehension of the materialistic historical dialectical method.

O casamento entre o ensino religioso e as teses pós-modernas

This paper aims to base the thesis that the varied currents of the post-modern thought, in so far as have recourse to relativism to a greater or lesser degree, contribute to the legitimation of the religious education in public schools and, in a broader aspect, the religion in the public spaces. The methodological resource used to demonstrate the link between post-modern thought and religious education is the analysis at the historical and dialectical materialism perspective of publications produced to increase teachers on this discipline that is, in compliance with the Constitution, optional for students and mandatory for public elementary schools. The subject of this analysis is the learning content and has as prime concern to highlight the discourse of legitimation recurrent in authors when it is explicit in itself and explicit when it does not. The “religious education in public schools” as object of study allows us to understand the relationship between the post-modern thought, with its hegemony space within the human sciences and contextualized in the neoliberal economic environment, and the “learning to learn” pedagogies currently hegemonic in the educational landscape. We intend to contribute to the legal debate on laity, the philosophical debate on post-modernism and especially to the debate on the pedagogical theories in the educational fundaments.

O sertão literário na contemporaneidade: Guimarães Rosa e Ronaldo Correia de Brito

The text analyses the way in which regionalism, centered in the representation of social and human relations and related to universalism, has been applied to Guimarães Rosa and the way in which it appears nowadays in the work of Ronaldo Correia de Brito. This aim is pursued by means of reflections on the survival of the expression regionalism, its application to the work of Guimarães Rosa – especially in one composition of Tutameia – and its contemporary reappearance in a short story by Correia de Brito.

A instalação do serviço de inspeção escolar na Província de São Paulo (1835-1887)

This article discusses the establishment of the school inspection service in the Province of Sao Paulo between the implementation of the Provincial Legislature in 1835 and the last years of the monarchy. In this work, were taken as sources - the Collection of Laws and Decrees of the Province of São Paulo (1835-1889); Speeches of the Presidents of the Province given annually at the opening of the Assembly of S„o Paulo (1835-1889), and the reports of the General Inspectors presented to the President of the Province (1851-1889). To give theoretical support to this analysis, we used the categories of Weberian bureaucratic organization.

Signs, translation, and life in the Bakhtin circle and in Welby's significs

“Significs” is provisionally defined by Welby (1911: vii) as the study of the nature of significance in all its forms and relationships, of its workings in all spheres of human life and knowledge. Considering “significs” as a movement highlighting significance, Welby explores the action of signs in life; and more than the Saussurean sign composed of signifier and signified, the sign as understood by Welby refers to meaning as generated through signs in motion. This notion of “significs” empowers the study of signs when it considers the sign not in terms of the Saussurean structural representation of the union of the concept and acoustic image, but as (responsive and responsible) sign action in the world, in life. This also means to take into account the “extra-linguistic referent” (translinguistic and transdiscursive character of significs), history (space-time), subjectivity, the architecture of values connected to language, their communicative function. We believe that a dialogue can be established between Welby’s vision of significs and the notion of ideological sign proposed by Vološinov in Marxism and the Philosophy of Language, expanding the notions of “meaning” and “sense.”