Anthropology of education: analysis of knowledge and advances in Brazil
(EN)
VIEIRA, KARINA LIMONTA
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.
(EN)
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Anthropology of Education, Hermeneutic Content Analysis, knowledge, education, Brazil
(EN)
