This article deals with the disputed terminology used to refer to the Brazilian military regime . On one side is the traditional "military dictatorship" nomenclature, which places the armed forces at the center of the political system during the period in question. Conversely, the more recent "civil-military dictatorship" terminology notes that the regime depended on civilian allies in business and government, as well as popular support, throughout its existence. My entry point is a heated 2012 debate between journalist Pedro Pomar and the radical art collective Coletivo Zagaia. I explore how new social actors that emerged after redemocratization have become central to the struggle over human rights in Brazil and, more specifically, how the dictatorship is remembered in the present. This debate among scholars, activists, bloggers, and journalists is fundamentally about memory, accountability, and, I argue, the quality of Brazilian democracy today.Este artigo se trata da terminologia disputada usada para se referir ao regime militar brasileiro . De um lado está a nomenclatura tradicional-"ditadura militar"-que coloca os militares no centro do sistema político da época. Do outro lado, a mais recente terminologia -"ditadura civil-militar"-observa que o regime dependia de aliados civis no governo e empresariado, como também apoio popular, durante sua existência. Meu ponto de partida nesta discussão é um debate que ocorreu em 2012 entre o jornalista Pedro Pomar e o coletivo de arte radical Coletivo Zagaia. Analiso como novos atores sociais que surgiram após a redemocratização em 1985 tornaram-se fundamentais na luta por direitos humanos no Brasil e também como a ditadura é lembrada no presente. Esta disputa entre acadêmicos, ativistas, bloggers e jornalistas é fundamentalmente sobre memória e responsabilidade histórica. Historiadores estão, e devem continuar, se posicionando sobre o assunto.
This article surveys the ways that the global COVID-19 pandemic has effected higher education in the United States. After reviewing the effects of this critically important historical episode on colleges, particularly as it pertains to the humanities, I outline potential paths forward in the years to come. The fundamental tension I highlight is that between returning to a pre-COVID status quo or imagining an alternative model that is ultimately more sustainable for students and academics alike.
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