Cultural Studies In Education Research Articles

Ukrainian-Polish collaboration in the field of education: content analysis of the scientific magazine "Osvitolohiia"

The article analyzes international collaboration in the field of education through the example of the content of the Ukrainian-Polish scientific magazine "Osvitolohiia/Oświatologia" founded by the Borys Hrinchenko Kyiv University. The rubrics were studied according to their content, the main directions of research of Ukrainian and Polish scientists were established. It was found that the placement of articles (2012—2023) according the topic in the publication is heterogeneous: most studies were published on issues of philosophy and history of education, sociology and cultural studies of education. The articles highlight the Ukrainian-Polish experience of reforming the higher education system and reveal its features in the context of European integration. Many works are devoted to the analytical understanding of the historical role of the personality and creativity of outstanding Ukrainian writers, scientists, teachers, the activation of market relations in the education system, the volume of budget investments in education, the analysis of the state policy of independent Ukraine in the field of general secondary education, the adaptation of legislation on higher education to the requirements of the European Union. Quantitative characteristics of the studied information resources are given, in particular, the resources are grouped and characterized by theme, number of articles, and the language content of the periodical is determined. In view of the analyzed array of scientific papers, we believe that research on the issues of the Ukrainian-Polish experience, on ensuring the quality of higher and secondary education, inclusive education in the study of theoretical provisions on the development of an inclusive environment in educational institutions, informatization, digitization of the transformation of education, especially in the aspect of the development and emergence of new digital technologies is perspective issues of filling the content of the magazine now. Publications in scientific publications allowed Ukrainian and Polish scientists to create new information resources, open up new creative opportunities for scientific collaboration.

Sexual education, childhood and teacher education

This research resulted from a bibliographic investigation and document analysis we conducted to compose a final course work defended in the Pedagogy Course of the Maranhão State University entitled Children Sexual Education: a theoretical approach from Cultural Studies in Education. Researchers in the field of sexual education have pointed to the relevance of discussing this theme in early childhood education because they understand that it is possible to trigger forms of problematization, crossed by issues of gender, sexuality, pedophilia, eroticization, etc. We based our theorization on the post-structuralist perspective and Cultural Studies in Education. The materials went through the following analytical process: floating reading as a "pre-analysis", followed by the "material exploration", which consisted in the transformation of the initial data and the categorization and production of the registration units for the "treatment of the obtained results". The bibliographic research and the document analysis theorized in this essay, made us understand the complexity of the discussions about sex education in early childhood education. We understand that the educational approach to sexuality must be beyond the biologicist and hygienist bias. Cultural Studies in Education broadens this understanding from the social and cultural processes that are built over time, where children are inscribed in the way of doing childhood and education. This research can be used as an indicator for the improvement of public policies for the training of teachers in early childhood education.

Urgency of Religion and Culture in STEM (Science, Technology, Engineering, Mathematics) Based Learning Models: Meta Data Analysis

The aims of this research is to synthesize literature studies in order to answer the following questions: How important is religion? knowledge and cultural studies in studying science and the relationship between religion, culture and STEM education. This type of research is a literature study. The research method was to synthesize this literature following several steps to ensure the validity of the results. The results obtained indicate that the development of scientific literacy skills in education needs to be based on ethnographic-religious study-based learning. When students are invited to see the natural surroundings of phenomena including local culture, indirectly students will be invited to think literally about science. Various studies have proven that ethnoscience-based learning can help students to improve students' scientific literacy skills and this is an update in this research. The urgency of religious and cultural studies in education is of concern to educators and researchers

Reconstituting teachers’ professional knowledge: using Cultural Studies to rethink multicultural education

ABSTRACT This article examines the utility of drawing on Cultural Studies to aid teachers in reassessing understandings and approaches to multicultural education; how engaging with notions of cultural complexity, hybridity and essentialism offers a critical tool box around issues of cultural difference that ultimately provides a better understanding of school communities in a global context. We revisit teachers involved in the Rethinking Multiculturalism, Reassessing Multicultural Education project from a decade ago who, at the time, expressed the greatest sense of impact of the professional learning they received in the project. We asked these teachers to reflect on that experience, and whether the theory employed in the training continued to influence their teaching practice. This is contrasted with current, more instrumentalised, approaches to teacher professional learning raising questions about the nature of professional knowledge, the relationship between theory and practice and the broader utility of Cultural Studies in education.

Narrativas de si na visibilidade das telas hiperconectadas: reflexões sobre ‘selfies’, Instagram e pedagogias culturais

Situado na vertente pós-estruturalista do campo dos Estudos Culturais em Educação, este artigo problematiza e discute as práticas de selfie e os usos do aplicativo Instagram, propondo uma reflexão sobre o potencial pedagógico destes artefatos culturais e sociais enquanto implicados na educação e produção de determinadas formas de ser e de atuar no mundo. Amparado pelas relevantes considerações de Gilles Lipovetsky, articula a essa perspectiva a fluidez imagética característica das práticas da cibercultura, alinhado à compreensão de que o tempo hipermoderno possui marcas de uma cultura que enfatiza a visibilidade e o presente como preceitos fundamentais para a produção e o consumo de imagens.

UM CORPO QUE SUFOCA: CULTURA, BIOPODER E ESTEREOTIPAGEM NO CURTA “O DIA EM QUE DORIVAL ENCAROU A GUARDA”

Neste artigo buscamos dialogar com o curta-metragem brasileiro "O Dia em que Dorival Encarou a Guarda” (1986), dirigido por Jorge Furtado e José Pedro Goulart, objetivando compreender os processos de significação em torno da diferença racial e o que ela pode nos dizer sobre a noção de estereotipagem como política de representação. Para tanto, lançando mão da “etnografia de tela” (RIAL, 2004; BALESTRIN & SOARES, 2011), trazemos para o debate as problematizações foucaultianas sobre biopoder, na qual a função do racismo é regular a distribuição da morte e tornar possíveis as funções do Estado mediante a divisão dos corpos que devem morrer e os que devem viver. Assim, dialogamos com os Estudos Culturais em Educação, destacando o conceito de “estereotipagem” (HALL, 2016), bem como evidenciamos, à luz das reflexões sobre “Corpo sem Órgãos” (DELEUZE & GUATTARI, 2011) e “corpo utópico” (FOUCAULT, 2014), os agenciamentos produzidos em uma nova política de resistência diante dos processos de subjetivação sistematizados pelo Estado, conforme narrativa do curta-metragem. Assim, comprendemos que é na luta contra o Organismo que insiste em enquadrar a sua vida, em meio a um sorriso que sutilmente anuncia o refrigério de sua conquista, que Dorival produz potências desestabilizadoras cheias de vida.

The Experiences of Literary Hands

In this article, we consider the experience of the "literary hands" of deaf people—individuals who create cultural values linked to deaf culture—based on research developed in the field of cultural studies in education and Deaf studies. We draw on data collected for Mourão's doctoral research (2016) and describe the sign language literary experiences of the members of the deaf community who, in various ways, work with Deaf literature. Our aim is to analyze deaf people's experience of Deaf literature and the paths that have led to their concept of literary hands. This is a qualitative study, based on the accounts of nine deaf Brazilians and three deaf people from other countries. The experiences and literary training of the interviewees come from the deaf storytellers and environments that enable deaf individuals to come together: literary festivals in sign languages and deaf educational environments that value and provide visibility to the literary hands. Thus, experiences with Deaf literature become part of cultural identification and belonging to the deaf community.

CORPO E TECNOLOGIAS DIGITAIS: IMPLICAÇÕES DE GÊNERO NO FUTEBOL FEMININO

O futebol, assim como outras atividades físicas, foi culturalmente construído por meio de um binarismo que divide a sociedade em dois blocos: de um lado os homens e do outro as mulheres. Entre espaços socioculturais distintos, existem sujeitos que optam por borrar as fronteiras de uma lógica (vista como) coerente entre sexo-gênero e decidem [res]significar seus lugares de homens e mulheres fora dos padrões esquadrinhados pela cultura e pela sociedade. Diante disso, nosso objetivo é compreender como a inserção das mulheres nos jogos de futebol reverberam em discursos sexistas nas redes sociais. Metodologicamente, esta pesquisa inscreve-se como qualitativa, documental, com interface entre os Estudos de Gênero e Sexualidade[s] e o campo dos Estudos Culturais da Educação. Para este texto, escolhemos como ponto de partida para as análises o Facebook, entendendo-o como uma Pedagogia Cultural na constituição de atravessamentos de gênero e sexualidade que localizam-se nas imagens escolhidas e nos comentários dos/das internautas, fazendo das publicações sobre a Copa do Mundo de Futebol Feminino 2019 espaços de sociabilidades e de educação em torno das possibilidades da vivência de gênero e/ou sexualidade[s] destes corpos - lidos como femininos - e que entram em campo fugindo das regras pré-definidas pela cultura.

In Conversation with Tove Skutnabb-Kangas and Robert Phillipson

Prof Tove Skutnabb-Kangas and Prof Robert Phillipson need no formal introduction. Researchers in Language politics, Bilingualism, SLA and Teacher education, Language Rights and Educational Cultural Studies, Language Policy and Planning, and so on will be familiar with their writings and their perspectives on language and educational access and equity. We wish to highlight candidly right at the beginning that the issues raised in this interview have been poignantly addressed by the experts in several of their writings along their illustrious careers. The experts express this view at several points in the interview as well and hence the readers are warned against expecting any earth-shaking questions being asked. What the interviewers did attempt earnestly was to localise issues that ranged from the effect of seemingly innocent looking language legislations (promoting/ restricting languages) to language death to political stand on the Rohingya to concerns on traditional knowledge – all of which are directly/indirectly implicated to or by language. Two reasons necessitate this attempt to localise issues: 1) to refute denial of the presence of some of the issues highlighted in the interview in Asian contexts in a generic sense; and 2) to raise awareness on language as a discriminating factor (something that Indian constitution is yet to realise). Further, the questions asked are based on the opinions of the interviewers alone and are aimed at gaining insightful responses from the two experts.

OS TEMAS ‘CORPO HUMANO’,‘GÊNERO’ E ‘SEXUALIDADE’ EM LIVROS DIDÁTICOS DE CIÊNCIAS DO ENSINO FUNDAMENTAL

Os temas ‘gênero’ e ‘sexualidade’ têm sido objeto de especulação e discussão em diferentes contextos sociais como a família, a justiça, a medicina, a religião, a mídia, as redes sociais e a escola. Ao focalizar a escola na produção discursiva sobre esses temas, aparece outro lugar de destaque: os livros didáticos de Ciências. Este recurso didático veicula informações científicas sobre gênero e sexualidade a partir das ideias que se expressam na sociedade. Este artigo apresenta os resultados de uma investigação qualitativa documental realizada em dezesseis livros didáticos de Ciências do Ensino Fundamental do 6º ao 9º ano, cujos objetivos foram: analisar as ideias sobre gênero e sexualidade veiculadas; caracterizar os conteúdos apresentados e compreender como esses conteúdos são divulgados nos livros de Ciências. As categorias de análise construídas, a saber, “corpo biológico” e “corpo sociocultural”, foram problematizadas a partir da perspectiva teórico-metodológica dos Estudos Culturais em Educação. Os livros didáticos de Ciências, objeto de análise, divulgam poucas informações sobre gênero e sexualidade e os conteúdos que aparecem são guiados pelas perspectivas biológica e fisiológica do gênero e do sexo. Os aspectos socioculturais são inexpressivos, mas aparecem. Dessa forma, faz-se necessário problematizar que o livro didático de Ciências pode ser um potente comunicador social de amplo espectro na divulgação de conhecimentos sobre gênero e sexualidade. Tal divulgação poderá possibilitar aos sujeitos sociais a oportunidade de interpretar as questões de gênero e sexualidade a partir de ideias científicas contextuais, interdisciplinares, éticas e cidadãs.

O que ensinam livros didáticos de Artes do Ensino Médio sobre arte dos povos indígenas

Este artigo discute formas de representação das práticas artísticas dos povos indígenas em dois livros didáticos de Arte para o ensino médio, selecionados para distribuição em escolas públicas por meio do Programa Nacional do Livro Didático de 2015. Sob a perspectiva teórica dos Estudos Culturais em Educação, que orienta o presente estudo, livros didáticos são vistos como artefatos que constituem e propagam conhecimentos e também promovem uma regulação na cultura, à medida que incluem ou excluem aspectos e práticas, nesse caso, dos povos indígenas. A análise mostra que arte indígena é um conceito em disputa, sendo flexionada ora por concepções eurocêntricas, ora por discursos multiculturalistas, quando integrada aos livros didáticos.

Representações de personagens cegos na literatura contemporânea,

Resumo Este artigo, vinculado ao campo dos estudos culturais em educação, é um recorte da tese de doutorado de um dos autores e objetiva analisar as representações de pessoas com deficiência visual na literatura contemporânea. Os dados da pesquisa incluem a seleção de obras escritas por pessoas cegas ou com personagens cegos em destaque na narrativa. A partir de articulação teórica e análise, concluímos que, embora a deficiência seja historicamente representada como um defeito que inferioriza os sujeitos, alguns autores com deficiência visual representam a cegueira como uma característica de sujeitos que têm formas singulares de ser e estar no mundo. Assim, verificamos a emergência de outras formas de representação da cegueira para além da ideia de limitação ou problema a ser corrigido.

Experiência de pessoas com deficiência no ensino superior: um olhar sobre a vivência de empoderamento e autoadvocacia

Este artigo tem como foco a experiência de estudantes com deficiência no ensino superior. Seu objetivo é analisar como a inserção de pessoas com deficiência nesse nível de ensino conduz a vivência do empoderamento e da autoadvocacia e rompe com o isolamento social. A história ilumina que não é de hoje que as experiências de exclusão marcam a vida do grupo social constituído pelas pessoas com deficiência, o qual permanece em uma situação de desvantagem social intensa. Esta pesquisa se insere no campo de conhecimento dos Estudos Culturais em Educação, e aderiu à abordagem de pesquisa qualitativa, em que foram analisadas as vozes de estudantes com deficiência da Universidade Federal da Paraíba. Os achados desta pesquisa revelam que a inserção no ensino superior gera autonomia e a participação; a universidade é um ambiente que cria oportunidades para que pessoas com deficiência interajam com pessoas sem deficiência, gerando um círculo de amizades; a presença de estudantes com deficiência na universidade pode trazer também a não aceitação delas por parte dos/as outros/as colegas, os/as quais não conseguem compreender a posição de autoadvogadas; as práticas docentes são elementos-chave para favorecer ou não o processo de empoderamento de pessoas com deficiência.

<b>Raça e gênero na educação básica: pesquisando ‘com’ crianças

Os principais objetivos deste artigo são discutir e problematizar como determinadas representações étnico-raciais e de gênero são construídas e reiteradas cotidianamente no ambiente da educação básica. Esta análise se vincula às teorizações produzidas pelos Estudos Culturais em Educação, a partir de situações cotidianas no ambiente escolar e de excertos de entrevistas aplicadas, ao longo de um ano de trabalho de campo, com crianças da educação infantil de uma escola pública municipal e com crianças do ensino fundamental de uma escola privada, ambas localizadas no Rio Grande do Sul. Os resultados da pesquisa apontam que, desde a infância, alunos (as) da educação básica incorporam e disseminam representações ‘estereotipadas’ relativas aos pertencimentos étnico-raciais e de gênero. De modo particular, foi possível observar que os sujeitos que não se enquadravam em características fenotípicas consideradas ideais eram representados negativamente e discriminados. No entanto, o estudo mostrou também a importância de pedagogias que questionam e deslocam as representações de raça e de gênero dominantes, a partir da perspectiva de uma educação antirracista.

Entre denominações geracionais: o que as narrativas acadêmicas nos ensinam sobre crianças e jovens digitais

A partir da intensa relação de crianças e jovens com artefatos digitais (tablets, smartphones, entre outros), este artigo – inscrito sob o referencial teórico dos Estudos Culturais em Educação – tem por objetivo expor algumas interlocuções entre tecnologias e educação, tendo como subsídio a emergência de diversas denominações geracionais. O estudo comtemplou três movimentações: apresentação de um panorama sobre o conceito de geração; o mapeamento das narrativas acadêmicas; uma análise de como tais narrativas estão implicadas em produzir um tipo de geração e de educação ao estilo “digital”. O aporte teórico se apoia em autores como Feixa e Leccardi, Tapscott, Prensky, Carr e Buckingham. As narrativas sinalizam os benefícios e perigos da imersão tecnológica, o que vem permeando igualmente a convocação ao uso dos aparatos tecnológicos nos espaços escolares.

Youth, Space, Cities: Toward the Concrete

The expression meets a theoretical need. It is more than simply a literary or pedagogical device, or even the expression of some form of acquired knowledge; it is an elaboration, a search, a conceptual formulation. A movement of thought toward a certain concrete, and perhaps toward the concrete, assumes shape and detail. This movement, if it proves to be true, will lead to a practice, urban practice, that is finally or newly comprehended. (Lefebvre, 1970/2003, p. 5, authors emphasis) A theory of articulation is both a way of understanding how ideological elements come, under certain conditions, to cohere together within a discourse, and a way of asking how they do or do not become articulated, at specific conjunctures, to certain political subjects. (Hall, 1996, pp. 141-142) The articles for this special issue on youth, space, cities represent a collection of scholarship that works the intersection of cultural studies, critical geography, and critical approaches to educational theorizing. In thinking of these articles together, as a collection of work while not necessarily in parallel but sharing a trajectory, one quickly sees an undergirding notion: Stuart Hall's concept of articulation. Hall (1996) notes that articulation presents a valuable term for cultural studies work because of its double meaning within the British context. To articulate does mean to utter, to speak forth, to be articulate. It carries that sense of language-ing, of expressing, etc. But we also speak of an 'articulated' lorry (truck): a lorry where the front (cab) and back (trailer) can, but need not necessarily, be connected to one another. (p. 141) Those within critical geography (Harvey, 2001; Massey, 2005; Soja, 1996) and those who have sought to apply it to educational and curriculum theorizing (Allen, 1999; Helfenbein, 2010; Taylor & Helfenbein, 2009) have identified space as a frame that can be articulated with other elements in a way that offers illumination within inquiry in/around educative contexts. Indeed, such an articulation moves this theoretical work toward the material because working the links between the ideological, social, cultural, and the lived experience forces the scholar to discuss what is materially happening to students and teachers within schools, classrooms, and other spaces. The marriage between cultural studies of education and critical geography seems to be a natural fit due to the insistence of both to problematize the world's taken-for-grantedness allowing for deeper examination beyond the usual, tired solutions that are often presented. This is even more apparent in the discussion of neoliberal education reforms that present solutions, which mask themselves as common sense thereby making the likelihood of success seemingly inevitable. The only effective way to take on such reforms is to question the very framework upon which they rest. One such way is through articulation because it: Asks how an ideology discovers its subject rather than how the subject thinks the necessary and inevitable thoughts which belong to it; it enables us to think how an ideology empowers people enabling them to begin to make some sense or intelligibility of their historical situation, without reducing those forms of intelligibility to their socio-economic or class location or social position. (Hall, 1996, p. 142) The addition of Critical Geography to this type of cultural studies analysis provides a rebalanced ontological and epistemological triad via what Soja (2010) suggests as the historical, the social, and spatial frame for the examination of ideological elements. The effectiveness of academic work within a neoliberal society that encompasses the social, the political and the economic to the extent that education is left utterly transformed in its wake, depends on its ability to not only identify the ideological elements themselves, but how they are or are not articulated within that neoliberal discourse. …

10 Years of Black Girlhood Celebration

Research Article| September 01 2017 10 Years of Black Girlhood Celebration: A Pedagogy of Doing Chamara Jewel Kwakye, Chamara Jewel Kwakye Chamara Jewel Kwakye is a womanist scholar–educator with interdisciplinary interests at the intersections of race, class, gender, sexuality, ethnography, performance, and pedagogy. She has published works on qualitative methods, hip-hop feminist pedagogy, and is currently working on a monograph that examines Black women's pedagogy and praxis of love and labor. Correspondence to: Chamara Jewel Kwakye, c/o The Galloway School, 215 W. Wieuca Road NW, Atlanta, GA 30342, USA. Email: ckwakye@gallowayschool.org. Search for other works by this author on: This Site PubMed Google Scholar Dominique C. Hill, Dominique C. Hill Dominique C. Hill is Visiting Assistant Professor in the Department of Black Studies at Amherst College. She is a body-lyricist, disrupter, and ethnographer committed to socially just and artistic practices. Her teaching and scholarship situates the body as a pivotal vessel and she incites questions that foreground voices, bodies, and knowledges of often disappeared and/or silenced populations. Her current project examines Black girlhood, education, and the body as entanglements. Her interdisciplinary scholarship emerges from her life work, which is dedicated to documenting and reimagining Black life with a focus on Black girls and women. Correspondence to: Dominique C. Hill, Department of Black Studies, Amherst College, 108 Cooper House, 86 College Street, Amherst, MA 01002, USA. Email: dhill@amherst.edu. Search for other works by this author on: This Site PubMed Google Scholar Durell M. Callier Durell M. Callier Durell M. Callier is Assistant Professor of critical youth studies and cultural studies of education in the Department of Educational Leadership at Miami University. His current research documents, analyzes, and interrogates Black youth lived experiences as it intersects with constructions of race and queerness. In his research and creative projects, he employs feminist and queer methodologies to research how Black and queer communities broadly defined make use of art and narrative towards knowledge creation, staging critical resistance, and actualizing freedom. Correspondence to: Durell M. Callier, Department of Educational Leadership, Miami University, 304 McGuffey Hall, Oxford, OH 45056, USA. Email: calliedm@miamioh.edu.The guest editors would like to begin by expressing their gratitude for girls, women, moments, and visions passed through and circulated in SOLHOT. Thank you to the OG Homegirls, Aisha, Candy, Grenita, Chamara, Jasmine, Christina, and Camille for your courage and commitment. To Ruth Nicole Brown, thank you for insisting Black girlhood studies be a celebration. Generations of Black girlhood celebration exist because of each of you. To the current homegirls/homeboys/homebois and to those to come, this is for you and for future Black girlhood turn-ups in all of their forms—ratchet, bougie, oldskool, analog, digital, and out of this world. Lastly, the guest editors would like to thank Stacy Holman Jones and Sohinee Roy for making such a timely issue on the importance of Black girls, their lives, and survival a possibility. Search for other works by this author on: This Site PubMed Google Scholar Departures in Critical Qualitative Research (2017) 6 (3): 1–10. https://doi.org/10.1525/dcqr.2017.6.3.1 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Chamara Jewel Kwakye, Dominique C. Hill, Durell M. Callier; 10 Years of Black Girlhood Celebration: A Pedagogy of Doing. Departures in Critical Qualitative Research 1 September 2017; 6 (3): 1–10. doi: https://doi.org/10.1525/dcqr.2017.6.3.1 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentDepartures in Critical Qualitative Research Search People often ask, “What is Saving Our Lives, Hear Our Truths (SOLHOT)?” Sometimes the answer is it's a poem, sometimes it's a dance, sometimes it's an art installation in a local gallery, sometimes it's a song, sometimes it's a rhyme, sometimes it's a book, sometimes it's a lesson on theory and praxis, sometimes it's an article, sometimes it's an editorial, sometimes it's a performance, and sometimes it's a one-word answer. The answer however, no matter the form, is never simple. It's nuanced, layered, multifaceted, and ever changing. If we had to give a succinct and clear answer to the question: “SOLHOT is a space to envision Black girlhood critically among and with Black girls, who… are often the people least guaranteed to be centered as valuable in collective work and social movements.”1 Black girlhood studies, though burgeoning, continues to center the lives of Black girls in various disciplines. The... You do not currently have access to this content.

Re-invigorating the being of language in educational studies: unpacking Confucius’ ‘wind-pedagogy’ in Yijing as an exemplar

ABSTRACTIn international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a ‘wind-education’ discourse in China’s current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius’ ‘wind-pedagogy’ as expressed in Yijing. This unique historical–cultural ‘wind-education’ discourse is salient, yet goes unnoticed, in China’s current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond.

La educación en portada: la visualización de la política educacional en la prensa

Considerando los estudios culturales en educación, en este artículo se presenta un análisis de framing visual de las portadas publicadas por el diario Las Últimas Noticias durante el debate sobre las reformas educacionales de 2014-2015 en Chile. Este periódico encuadró la discusión desde el enfoque de capital humano en educación y criticó las iniciativas propuestas por el gobierno de Michelle Bachelet. El texto destaca el carácter ideológico de los medios en la discusión pública sobre la educación.

NARRATIVAS SOBRE A EDUCAÇÃO LITERÁRIA BILÍNGUE NA PRÁTICA PEDAGÓGICA COM ALUNOS SURDOS

The aim of this paper is to present analysis of how to set up a teaching practice based on a proposal for bilingual literary education, held at a school for the deaf in Porto Alegre. The research is part of the field of Cultural Studies in Education and Deaf Studies, that carry out their investigations on the centrality that culture takes on global training processes and social change as well as the constitutive role in the formation of identities and subjectivities. This proposal is justified by the importance of analysis of narratives of teaching practices involving the teaching of school subjects, in culturally articulated manner, so that the main theme chosen permeates the language, experiences and content. The empirical data used in the analysis is based on the record of the activities conducted during the period of teaching practice, setting a total of sixteen videos. The analysis of materials enabled the construction of three categories developed from the peculiarities of the process of telling and retelling stories in a bilingual context surrounding the Brazilian Sign Language (Libras) and Portuguese. The first category explains the experience of telling and retelling stories in a bilingual context, emphasizing the link between reading, writing and translation. The second category deals with the reading of images held by students, especially the perceptions, judgments and expressions produced; the third category reflects on the construction of the narrative by the student. From this research, it is possible to show that the articulated literature to the proposed bilingual education helps to establish connections between languages and cultures as well as between the proposed school subjects.