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This article addresses Maurice Mandelbaum's criticism of anti-essentialism in Wittgensteinian-oriented art. Mandelbaum criticizes the common position of Paul Ziff, Morris Weitz and Willian Kennick according to which the definition of the concept of art cannot be established in essentialist terms. According to Mandelbaum, the anti-essentialist thesis fails because it is based on observable properties to claim that there is no necessary and sufficient property that runs through the set of all works of art. In this sense, the definition of the concept of art could be established through relational properties. Mandelbaum's attack focuses on the notion of family resemblance developed by Ludwig Wittgenstein in Philosophical Investigations. In his interpretation of that notion, Mandelbaum assumes that Wittgenstein would be referring to directly displayed properties. However, the article argues that Mandelbaum's critique is not justified as it ignores the distinction between seeing and seeing as that Wittgenstein himself performs in passage XI of his mentioned work.

Argumenta-se, neste texto, que a vitalidade dos Estudos Culturais está na abertura e receptividade para promover enlaces conceituais e teóricos variados. De modo a adensar a discussão sobre o frutífero encontro entre Estudos Culturais e Educação, no presente artigo promove-se um rastreamento de pesquisas sobre natureza e, também, daquelas dedicadas às temáticas indígenas e afro-brasileiras de modo a indicar enlaces teóricos, caminhos investigativos e pontos de atenção promovidos por pesquisadores identificados com este campo articulatório. Observa-se que, como parte de um projeto ético-político mais amplo, estes estudos questionam essencialismos, fundamentalismos, eurocentrismos, racismos e acenam para possíveis formas de resistência político-acadêmica. ; In this text it is argued that the vitality of Cultural Studies is in its openness and receptivity to promote varied conceptual and theoretical articulations. In order to deepen the analysis on the productive encounter between Cultural Studies and education, this article makes a survey of researchs on nature and, also, of those themes dedicated to indigenous and afro-Brazilians. It is done in order to indicate theoretical articulations, investigative paths and points of attention promoted by researchers identified with this articulatory field. As part of a broader ethical-political project, it is observed that these studies question essentialisms, fundamentalisms, eurocentrisms, racisms, and point to possible forms of political-academic resistance.