O ensino de antropologia no Brasil: um estudo sobre as formas institucionalizadas de transmissão da cultura

Abstract

A pesquisa explora relações entre características do currículo em seis Programas de Pós-graduação em Antropologia Social (PPGAS) no Brasil e condições institucionais em que conhecimentos antropológicos são "recortados" e transmitidos no país. Parte-se da idéia de que a organização formal de grades curriculares e certas tendências identificáveis nos programas de disciplinas obrigatórias expressam uma classificação do conhecimento antropológico destinado ao ensino. Essa classificação remeteria a um cânone para a formação dos novos antropólogos no Brasil, mas também a traços idiossincráticos das relações sociais nos cursos de antropologia neste contexto. A pesquisa envolveu a análise estatística dos programas das disciplinas obrigatórias oferecidas em 2001, 2002 e 2003, visando identificar tendências a respeito dos autores, textos e temas neles propostos. Envolveu também o levantamento de informações in situ, através de entrevistas e revisão de arquivos, buscando reunir elementos que permitissem contrastar os resultados da análise estatística com aspectos da vida social nos cursos de pós-graduação participantes. Temas como relações intergeracionais, relações interinstitucionais, divisão do trabalho e reprodução social surgem como questões centrais, à luz de noções sobre o "clássico", a "história" e a formação em antropologia como "experiência iniciática". This dissertation explores the relationships between curriculum features in six Postgraduate Programs in Social Anthropology (PPGAS) in Brazil and the institutional conditions in which anthropological knowledge is transmitted in the country. The start point is the belief that the formal organization of the Curriculum as well as some identifiable tendencies in the programs of compulsory subjects convey a classification of anthropological knowledge. This classification would refer, not only to a canon for the formation of new Anthropologists in Brazil, but also to idiosyncratic features in Anthropology courses. The research involved an statistical analysis of the programs for the compulsory subjects taught in 2001, 2002 and 2003, looking for the identification of tendencies regarding the proposed authors, texts and topics. It involved, also, new data investigation, using "in situ" procedures, through interviews and files review, aimed to gather those elements that would allow me to contrast the results from the statistical analysis with some aspects of social life in the postgraduate courses. Topics such as the intergenerational relationships, the interinstitutional relationships, the division of labour and the social reproduction emerge as the main questions, in the light of some notions about the "classic", the "history" and the formation in Anthropology as an "initiatic experience".

This dissertation explores the relationships between curriculum features in six Postgraduate Programs in Social Anthropology (PPGAS) in Brazil and the institutional conditions in which anthropological knowledge is transmitted in the country. The start point is the belief that the formal organization of the Curriculum as well as some identifiable tendencies in the programs of compulsory subjects convey a classification of anthropological knowledge. This classification would refer, not only to a canon for the formation of new Anthropologists in Brazil, but also to idiosyncratic features in Anthropology courses. The research involved an statistical analysis of the programs for the compulsory subjects taught in 2001, 2002 and 2003, looking for the identification of tendencies regarding the proposed authors, texts and topics. It involved, also, new data investigation, using "in situ" procedures, through interviews and files review, aimed to gather those elements that would allow me to contrast the results from the statistical analysis with some aspects of social life in the postgraduate courses. Topics such as the intergenerational relationships, the interinstitutional relationships, the division of labour and the social reproduction emerge as the main questions, in the light of some notions about the "classic", the "history" and the formation in Anthropology as an "initiatic experience".