Stuart Hall: tributo a um autor que revolucionou as discussões em educação no Brasil

Costa, Marisa Vorraber; Wortmann, Maria Lúcia Castagna; Silveira, Rosa Maria Hessel

doi:10.1590/s2175-62362014000200015

Educ. Real.

2014

DOI: 10.1590/s2175-62362014000200015

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Stuart Hall: tributo a um autor que revolucionou as discussões em educação no Brasil

Marisa Vorraber Costa

Maria Lúcia Castagna Wortmann

Rosa Maria Hessel Silveira

Abstract: Stuart Hall é um gigante intelectual da contemporaneidade 1 (Douglas Kellner, contracapa de Rojek, 2003). O mito de origem dos Estudos Culturais reza que Stuart Hall é seu pai (Liv Sovik-Sovik, 2003, p. 9). [...] era um herói, um homem negro que superou os limites impostos pelo racismo e foi um dos maiores teóricos culturais de sua geração (Diane Abott apud Butler, 2014, p. A14).

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Cited by 4 publications

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“…Even though it goes well beyond the scope of this article to evaluate Stuart Hall's contribution to the field of education in Brazil, it is crucial to mention that, in that context, Tomaz Tadeu da Silva and Marisa Vorraber Costa (in a recent article, Costa recounts, with two colleagues, the uses of Hall in the Brazilian education context; see Costa, Wortmann, & Silveira, 2014), just to cite two key scholars in education, were instrumental to make Stuart Hall's papers available in Brazil. Another crucial scholar made Stuart Hall's work known in Brazil: Liv Sovik (who researches in the Communications and Culture field).…”

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The contribution of Stuart Hall to analyzing educational policy and reform

Gandin

2015

Discourse: Studies in the Cultural Politics of Education

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This article focuses on the contribution of Stuart Hall to the study of educational policy and reform, using the experience of the Citizen School initiative in Porto Alegre, Brazil as a concrete example. This experience was a participatory educational reform implemented during the 16 years of the Workers' Party tenure in Porto Alegre's municipal administration. Hall's concept of articulation and his particular use of concepts such as ideology, discourse, common sense, and hegemony lay the foundation for the theoretical framework that provides a potent lens to analyze the complexity of educational policy and reform. In particular, this assemblage of concepts offers a vantage point to understand a counter-hegemonic initiative such as the Citizen School, because it helps to situate this experience as a particular historical articulation of discursive practices both connected to the recreation of common sense and anchored in a particular material context. First, the article will briefly contextualize the Citizen School experience. It will then show how Hall's concepts develop a complex theory to analyze complex phenomena such as educational policy and reform, in particular the Porto Alegre experience.In the process of researching the Citizen School experience in the city of Porto Alegre, I was confronted with the task of analyzing a complex social setting. Brazil was living through a period -the 1990s -in which neoliberal practices were being introduced at the federal level (a push for market-based management and assessment, devolution and decentralization, and reduction of investment in education) and, at the same time, a very different school system reform was being implemented in the city of Porto Alegre. In searching for theoretical tools that could help to analyze the contradictions of the phenomenon, I

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The contribution of Stuart Hall to analyzing educational policy and reform

Gandin

2015

Discourse: Studies in the Cultural Politics of Education

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Stuart Hall from/in Latin America

Mato

2015

International Journal of Cultural Studies

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This article discusses how Hall's ideas have been taken up readily, rigorously and critically by scholars and intellectuals in Latin America who can be considered trailblazers in the field of Latin American Cultural Studies and those that followed, as well as others who undertake critical work but refuse the Cultural Studies label, and finally others whose work could readily be identified as Cultural Studies but who have not been taken up as such. This analysis leads to the conclusion that it would be simplistic to constrain the discussion of the significance of Hall's ideas in Latin America to the field of so-called Latin American Cultural Studies; rather this needs to be seen in more complex ways.

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Um cânon para os Estudos Culturais no Brasil

Gomes

Siqueira

2023

FENIX

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Neste trabalho, investigamos a formação do cânon dos estudos culturais no Brasil. Analisamos como os autores brasileiros, em fins dos anos 1990, constituíram um corpus de referência para a área nascente, com especial atenção para as questões educacionais. Ver-se-á que, por um lado, os pesquisadores traduzem autores e textos estrangeiros específicos, mediando as representações do que seriam os estudos culturais no cenário nacional e, por outro, associam novos autores e temas a essas genealogias estrangeiras, produzindo interpretações específicas no contexto brasileiro. A construção do corpus documental ocorreu a partir da “mineração de textos” na base Google Scholar, com a expressão “estudos culturais” no título. A partir disso, construímos uma série de análises de rede, com vistas a compreender as estratégias de leitura e escrita dos pesquisadores brasileiros. A hipótese deste trabalho é de que há uma proposta oriunda da região sul do Brasil, em relação aos estudos culturais, que se afasta das origens britânicas da discussão e se liga aos pós-estruturalismos, a partir de estratégias de tradução, citação, interpretação e divulgação dessas teorias que se configuram como processo de mediação cultural.

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Stuart Hall: tributo a um autor que revolucionou as discussões em educação no Brasil

Cited by 4 publications

References 2 publications

The contribution of Stuart Hall to analyzing educational policy and reform

The contribution of Stuart Hall to analyzing educational policy and reform

Stuart Hall from/in Latin America

Um cânon para os Estudos Culturais no Brasil

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