Jacomini, Márcia
O conceito gramsciano de Estado Integral em pesquisas sobre políticas educacionais
In this article, we analyze the interpretations and uses of the Gramscian concept of Integral
State in master's and doctorate papers in Education that have researched educational
policies. Our aim was to investigate the appropriation of that concept by postgraduates
in the light of Gramsci's writings. The research involved documentary and bibliographical
analysis. Five theses and seven dissertations, from a set of 32 papers, which reported in
their respective summaries the use of Gramscian's thinking as a theoretical framework
produced from 2000 to 2010, have been examined. The papers were read in their entirety
and the analysis fell on how the authors used the concept of Integral State. We have
observed that such concept constituted an important theoretical reference, although with
different uses and articulations regarding the objects of study. In some cases, it was
not a theoretical framework, in the sense that the author uses it to analyze its object
of study, but as a concept that expresses an epistemological perspective, the historical
materialism or philosophy of the praxis, which guided the research as a whole. We have
also found some inaccuracies regarding the use of the concept that deserve attention from
researchers. We see that the concept of Integral State can contribute to the understanding
of the complex relationships that involve the agenda, formulation, implementation and
evaluation of educational policies. We highlight the fruitfulness and timeliness of this
concept in public policy analysis for Education and the importance of broader reading of
Gramsci's writings for appropriate uses, despite its various interpretations.
| Lingua | por |
| Nomi |
[author] Jacomini, Márcia |
| Soggetti |
Stato integrale
Educazione
Integral State
Education |
