Rethinking Centre-Periphery Assumptions in the History of Education
Exchanges among Brazil, USA, and Europe
- 220 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Rethinking Centre-Periphery Assumptions in the History of Education
Exchanges among Brazil, USA, and Europe
About this book
This collection encompasses a period that spans two centuries, in which Brazil serves as a point of departure and of arrival for the analyses of circuits that, intertwined within the national borders, stimulate the reflection about international transits, hybridizations, and appropriations in a process of transnational circulation of subjects and artifacts, in which pedagogical and social models and knowledges are not excluded. The chapters deal with voyages, trajectories, and exchanges, rethinking the beliefs that for a long time drove politicians, educators, and scholars in search of the best ways to construct national systems of education. Firstly, because they presupposed the existence of fixed and univocal relationships that start from the supposed center toward the regions perceived as peripheral, with no margin for examining the reverse circuit. Secondly, they elided the perception of those territories as transitory and resulting from historically shifting geographic and symbolic constructions. Lastly, they ratified the violence of the processes of exclusion based on the attribution of subalternities brought about by a historiographic narrative in education that presents itself as a reference.
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Table of contents
- Cover
- Half Title
- Series
- Title
- Copyright
- Contents
- List of Figures
- List of Tables
- List of Contributors
- Introduction
- Part I Relationships between Brazil and the United States of America: Circulation of Subjects and Pedagogical Models
- Part II Transnational Circuits of Artifacts and Representation Models
- Final Comments: For an Understanding of School beyond Delay and Copies
- Index