A construção do conhecimento em Antropologia da Educação: levantamento, análise e reflexão de artigos publicados no Brasil
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Data
2016-07-28
Autores
Vieira, Karina Augusta Limonta [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Antropologia da Educação é uma área do conhecimento, cuja construção iniciou há décadas no Brasil. Dessa forma, a pesquisa tem como problemática: Qual conhecimento tem sido construído na área de Antropologia da Educação no Brasil? O objetivo, então, consiste em realizar o levantamento, a análise e a reflexão de artigos publicados em Periódicos no Brasil dos anos de 1980 a 2014, a partir dos critérios adotados, cujo título dos artigos conste “Antropologia da Educação” e “Antropologia e Educação” e as palavras devem estar juntas. O método selecionado para a análise do material é a Análise de Conteúdo Hermenêutica. Essa análise acontece em dois momentos: a análise da estrutura dos elementos dos artigos científicos e a análise do sentido geral do conteúdo que implica na codificação, sistematização e categorização dos dados, e por fim, interpretação e compreensão. O primeiro momento da análise mostra que em Antropologia da Educação são identificadas duas categorias: proposta para uma Antropologia da Educação; e o método como elemento da Antropologia da Educação, e em Antropologia e Educação são identificadas duas categorias: diálogo interface entre Antropologia e Educação; e a as contribuições da Antropologia para o campo da Educação. O segundo momento da análise mostra que os artigos de Antropologia da Educação possuem quatro categorias: a Antropologia como embasamento teórico e metódico; Conceituando a Educação; A imagem do profissional da área de Educação; e Escola como lócus, e os artigos de Antropologia e Educação possuem cinco categorias: a Antropologia como base teórica para a Educação; a Etnografia no campo da Educação; Noção de Educação; A imagem do Educador; e a Escola como lócus. Essa pesquisa tem como suporte teórico a Antropologia Educacional Alemã. A Antropologia Educacional Histórico-Cultural Alemã se constitui das dimensões básicas da Educação (Erziehung, Bildung, Lehren, Lernen e Sozialisation), dos paradigmas antropológicos (evolucionista, filosófico, histórico, cultural e histórico-cultural), das imagens do Homem e do efeito das imagens do Homem na Educação. A teoria está presente após a análise, pois o intuito dessa pesquisa é inovar e apresentar um conhecimento que avance os debates em Antropologia da Educação no Brasil, porque é uma área não consolidada que apresenta incoerências e contradições em suas propostas de consolidação e de diálogo. Esse suporte teórico é também o suporte para a reflexão, pois demonstra que o conhecimento que tem sido construído no Brasil é o resultado de uma escolarização da Educação e do determinismo antropológico que delimita o conhecimento da Antropologia da Educação por meio de teorias e métodos antropológicos, dos quais não há espaço para as problemáticas educacionais. Pensar em Antropologia da Educação consiste em considerar as problemáticas e teorias educacionais, bem como no fazer educacional ocorrem simultaneamente ação e reflexão.
The construction of Anthropology of Education as field was initiated for some decades ago in Brazil. One asks: what has knowledge been constructed in field of Anthropology of Education in Brazil? The main aim consists in performing the survey, the analysis and the reflection of articles published on journals in Brazil between the years 1980 and 2014 from the criteria: the titles of articles have to consist of the together words Anthropology of Education and Anthropology and Education. The method for data analysis is the Hermeneutic Content Analysis. That analysis is performed in two moments: the analysis of constituent elements in scientific articles and the analysis of general sense of content implicating codification, systematization and categorization of data, and, finally, interpretation and understanding. The first moment of analysis presents for Anthropology of Education two categories: purpose for an Anthropology of Education; and method and element of Anthropology of Education; whereas in Anthropology and Education, two categories are present: dialogue/interface between Anthropology and Education; and the contributions of Anthropology for the field of Education. The second moment of analysis presents for Anthropology of Education four categories: Anthropology as theoretical and methodic background; Conceptualizing Education; The Image of professional in field of education; and School as research locus; whereas the articles of Anthropology and Education consist of five categories: The anthropology as theoretical background; The ethnography in field of Education; Education notion; The image of educator; and School as research locus. That research has as theoretical background the German Educational Anthropology. The German Educational Historical- Cultural Anthropology constitutes the basic dimensions of Education (Erziehung, Bildung, Lehren, Lernen and Sozialisation), anthropological paradigms (evolutionist, philosophical, historical, cultural and historical-cultural), the Man images and the impact of Man images in the Education. The theory is after the analysis aiming at innovating and presenting knowledge advancing the debate in Anthropology of Education in Brazil, for it is a field not-consolidated presenting incoherence and contradiction in its fortification and dialogue purposes. The theoretical background supports the reflection demonstrating the knowledge constructed in Brazil results of Schooling of Education and Anthropological Determinism, that reduces the knowledge of Anthropology of Education through anthropological theories and methods not allowing space for Educational Problems. To think on Anthropology of Education consists in taking the educational theories and problems into account, as well as in making educational action that happens simultaneously action and reflection.
The construction of Anthropology of Education as field was initiated for some decades ago in Brazil. One asks: what has knowledge been constructed in field of Anthropology of Education in Brazil? The main aim consists in performing the survey, the analysis and the reflection of articles published on journals in Brazil between the years 1980 and 2014 from the criteria: the titles of articles have to consist of the together words Anthropology of Education and Anthropology and Education. The method for data analysis is the Hermeneutic Content Analysis. That analysis is performed in two moments: the analysis of constituent elements in scientific articles and the analysis of general sense of content implicating codification, systematization and categorization of data, and, finally, interpretation and understanding. The first moment of analysis presents for Anthropology of Education two categories: purpose for an Anthropology of Education; and method and element of Anthropology of Education; whereas in Anthropology and Education, two categories are present: dialogue/interface between Anthropology and Education; and the contributions of Anthropology for the field of Education. The second moment of analysis presents for Anthropology of Education four categories: Anthropology as theoretical and methodic background; Conceptualizing Education; The Image of professional in field of education; and School as research locus; whereas the articles of Anthropology and Education consist of five categories: The anthropology as theoretical background; The ethnography in field of Education; Education notion; The image of educator; and School as research locus. That research has as theoretical background the German Educational Anthropology. The German Educational Historical- Cultural Anthropology constitutes the basic dimensions of Education (Erziehung, Bildung, Lehren, Lernen and Sozialisation), anthropological paradigms (evolutionist, philosophical, historical, cultural and historical-cultural), the Man images and the impact of Man images in the Education. The theory is after the analysis aiming at innovating and presenting knowledge advancing the debate in Anthropology of Education in Brazil, for it is a field not-consolidated presenting incoherence and contradiction in its fortification and dialogue purposes. The theoretical background supports the reflection demonstrating the knowledge constructed in Brazil results of Schooling of Education and Anthropological Determinism, that reduces the knowledge of Anthropology of Education through anthropological theories and methods not allowing space for Educational Problems. To think on Anthropology of Education consists in taking the educational theories and problems into account, as well as in making educational action that happens simultaneously action and reflection.
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Palavras-chave
Antropologia da Educação, Educação, Antropologia, Antropologia Educacional Alemã, Análise de Conteúdo Hermenêutica, Anthropology of Education, Education, Anthropology, German Educational Anthropology, Hermeneutic Content Analysis