Suchergebnisse

It is argued in this paper that the effect of the Marxist thought on Brazilian education was a process heavily determined by a peculiar set of historic circumstances. The main context was the struggle against the military dictatorship and in favour of the democratisation of society, conditioning both educational literature and educators' organisation. The educational literature has a wide thematic range and is characterised by heterogeneity concerning the actual contributions to the explanation of Brazilian educational reality and the patterns of incorporation of Marxist sources. After this golden age of the Marxist paradigm the influence of Marxist studies has dramatically declined. Nowadays, this influence can be of two kinds: (i) a diffuse and non-exclusive one informing general reflections on a wide spectrum of educational studies; (ii) a specific set of educational studies on themes directly related to the core of the Marxist theory.

The conventional imagery of US sociology tends to designate William Graham Sumner, Lester Frank Ward, Albion Woodbury Small, Franklin Henry Giddings, Charles Horton Cooley, & their fin-de-siecle contemporaries as the discipline's founding fathers & to depict the development of sociological thought as having proceeded from a more simplified study of social problems to a quite complex theory of society as a social system. While there can be little doubt that these post-Civil War scholars contributed much to the development of sociology's present paradigms, & that the late Talcott Parsons (1902-1979) is the twentieth century's preeminent structural functionalist, a quartet of antebellum sociologists from the South laid the groundwork for this paradigm: Henry Hughes (1829-1862), a Mississipppi attorney who was the first US sociologist, George Fitzhugh (1806-1881), George Frederick Holmes (1820-1897), & Joseph LeConte (1823-1901). The contributions of these scholars to structural functionalism & social systems theory are described. Modified AA