Artículos de revistas: "Sociology"

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Escobar, Luis A. "Proyectando una sociología latinoamericana: el Boletín del Instituto de Sociología de la Universidad de Buenos Aires y Francisco Ayala". Revista Temas Sociológicos, n.º 21 (29 de noviembre de 2017): 119. http://dx.doi.org/10.29344/07194145.21.1049.

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El presente artículo plantea recuperar la experiencia del Instituto de Sociología de la Universidad de Buenos Aires y su órgano de publicación, el Boletín del Instituto de Sociología, como punto de apertura a ciertas configuraciones regionales que se direccionaron en la búsqueda de innovaciones en el campo de la sociología. Esta exploración propone re-articular algunos trayectos de una historia social de la sociología latinoamericana en la década del cuarenta del siglo XX y para ello focaliza en las intervenciones, vínculos, búsquedas y propuestas del español Francisco Ayala en el Boletín, puesto que es uno de los referentes en la conformación de un diálogo regional. Palabras clave: sociología latinoamericana, renovación disciplinar, diálogos regionales, tradiciones sociológicas, estatuto científico, Ayala. Projecting a latin american sociology: the Bulletin of the Institute of Sociology of the University of Buenos Aires and Francisco Ayala Abstract This article aims to recover the experience of the Institute of Sociology of the University of Buenos Aires and its publication body, the Bulletin of the Institute of Sociology as an opening to certain regional configurations directed in the search for innovations in the sociology field. This exploration proposes to re-articulate some trajectories of a social history of Latin American sociology in 1940’s and to that end it focuses on interventions, links, searches and proposals of the Spaniard Francisco Ayala in the Newspaper, since he is one of the referents in the formation of a regional dialogue. Key words: Latin American sociology, disciplinary renewal, regional dialogues, sociological traditions, scientific status, Ayala. Projetando uma sociologia latino-americana: o Boletim do Instituto de Sociologia da Universidade de Buenos Aires e Francisco Ayala Resumo O presente artigo planteia recuperar a experiência do Instituto de Sociologia da Universidade de Buenos Aires e seu órgão de publicação, o Boletim do Instituto de Sociologia, como ponto de abertura para certas configurações regionais que foram direcionadas para a busca de inovações no campo de sociologia. Esta exploração propõe a rearticular algumas trajetórias de uma história social da sociologia latino-americana na década do 40 do século XX e para isso se concentra nas intervenções, vínculos, buscas e propostas do espanhol Francisco Ayala no Boletim, já que é um dos referentes para a conformação de um diálogo regional. Palavras-chave: sociologia latino-americana, renovação disciplinar, diálogos regionais, tradições sociológicas, código científico, Ayala.

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Escobar, Luis A. "Proyectando una sociología latinoamericana: el Boletín del Instituto de Sociología de la Universidad de Buenos Aires y Francisco Ayala". Revista Temas Sociológicos, n.º 21 (29 de noviembre de 2017): 119. http://dx.doi.org/10.29344/07196458.21.1049.

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El presente artículo plantea recuperar la experiencia del Instituto de Sociología de la Universidad de Buenos Aires y su órgano de publicación, el Boletín del Instituto de Sociología, como punto de apertura a ciertas configuraciones regionales que se direccionaron en la búsqueda de innovaciones en el campo de la sociología. Esta exploración propone re-articular algunos trayectos de una historia social de la sociología latinoamericana en la década del cuarenta del siglo XX y para ello focaliza en las intervenciones, vínculos, búsquedas y propuestas del español Francisco Ayala en el Boletín, puesto que es uno de los referentes en la conformación de un diálogo regional. Palabras clave: sociología latinoamericana, renovación disciplinar, diálogos regionales, tradiciones sociológicas, estatuto científico, Ayala. Projecting a latin american sociology: the Bulletin of the Institute of Sociology of the University of Buenos Aires and Francisco Ayala Abstract This article aims to recover the experience of the Institute of Sociology of the University of Buenos Aires and its publication body, the Bulletin of the Institute of Sociology as an opening to certain regional configurations directed in the search for innovations in the sociology field. This exploration proposes to re-articulate some trajectories of a social history of Latin American sociology in 1940’s and to that end it focuses on interventions, links, searches and proposals of the Spaniard Francisco Ayala in the Newspaper, since he is one of the referents in the formation of a regional dialogue. Key words: Latin American sociology, disciplinary renewal, regional dialogues, sociological traditions, scientific status, Ayala. Projetando uma sociologia latino-americana: o Boletim do Instituto de Sociologia da Universidade de Buenos Aires e Francisco Ayala Resumo O presente artigo planteia recuperar a experiência do Instituto de Sociologia da Universidade de Buenos Aires e seu órgão de publicação, o Boletim do Instituto de Sociologia, como ponto de abertura para certas configurações regionais que foram direcionadas para a busca de inovações no campo de sociologia. Esta exploração propõe a rearticular algumas trajetórias de uma história social da sociologia latino-americana na década do 40 do século XX e para isso se concentra nas intervenções, vínculos, buscas e propostas do espanhol Francisco Ayala no Boletim, já que é um dos referentes para a conformação de um diálogo regional. Palavras-chave: sociologia latino-americana, renovação disciplinar, diálogos regionais, tradições sociológicas, código científico, Ayala.

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Kropp, Kristoffer, Gry Malling Loehr y Heine Andersen. "Dansk Sociologis rolle i dansk sociologi – vidensdeling og inspiration gennem 25 år". Dansk Sociologi 25, n.º 3 (9 de octubre de 2014): 9–41. http://dx.doi.org/10.22439/dansoc.v25i3.4870.

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Artiklen skildrer historien om Dansk Sociologi fra etableringen i 1989-1990 til jubilæumsåret 2014. Initiativet blev taget af Dansk Sociologforening under den institutionelle krise i faget, der kulminerede da undervisningsminister Bertel Haarder besluttede at lukke uddannelsen. Tidsskriftet har været benyttet som publiceringskanal af en meget stor andel af danske sociologer og oplagstal har været stigende frem til omkring 2006. De seneste 10-15 år har man kunnet se et skift i indholdsprofilen, fra en dominans af teoretisk orienterede emner over mod en bred vifte af empiriske emner og en tilpasning til en mainstream akademisk, upersonlig form. Dansk Sociologi er et udpræget pluralistisk tidsskrift og kontroverser mellem forskellige teoretiske retninger eller om specifikke spørgsmål har man ikke set. Artiklen drøfter også fremtidige udfordringer som især er internationalisering, de nye digitale medier og krav om open access. ENGELSK ABSTRACT: Kristoffer Kropp, Gry Malling Loehr and Heine Andersen: The Role of Dansk Sociologi in the Development of Danish Sociology. Dissemination of Knowledge and Inspiration for 25 years This article describes and evaluates the journal Dansk Sociologi (Danish Sociology) from its inception in 1989-1990 until its 25th anniversary in 2014. The Danish Sociological Association took the initiative to set up the journal during sociology’s institutional crisis due to fact that the Minister of Education had decided to close the sociology department at the University of Copenhagen, the only place in Denmark with the discipline. The article discusses the evolution of the journal’s organizational framework, its authors, editors, and content. The journal has been used as a vehicle for publication by a large proportion of Danish sociologists. Subscriptions have been growing until 2006. There has been a shift from theoretical articles to a wider range of empirical ones, and from a more discussion-based form to a more detached and standardized academic one. There has been considerable pluralism, and there have been no major controversies. The challenges that the journal must address are an internationalization pressure that could weaken authors’ incentives to write for a Danish journal, the transition to internet media, and finally requirements for open access that could threaten the journal’s economy. Keywords: the journal Dansk Sociologi, the Danish Sociological Association, sociology’s history.

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Horák, Vít. "Za návrat k ranému Durkheimovi. Kulturněsociologické inspirace v Pravidlech sociologické metody a Společenské dělbě práce". Sociální studia / Social Studies 9, n.º 4 (19 de octubre de 2012): 13–26. http://dx.doi.org/10.5817/soc2012-4-13.

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Myšlenku kulturní sociologie odstartoval nový pohled na francouzského sociologického klasika Émila Durkheima prezentovaný ve sborníku Durkheimian Sociology: Cultural Studies editovaným Jeffreym Alexanderem (1988). Odmítnut byl Durkheim - positivista, materialista, předchůdce strukturního funkcionalismu a teorie systémů, a pro kulturní sociologii byl objeven Durkheim jako teoretik náboženství a kultury, Durkheim subjektivistický. S tím Alexander spojil svébytnou periodizaci klasikova díla, která je založena na radikálním rozporu mezi pozdními a ranými pracemi. Inspirace pro kulturní sociologii byly čerpány téměř výlučně z pozdějšího období kolem díla Elementární formy náboženského života. Tento článek se bude snažit prozkoumat i rané Durkheimovy práce – Pravidla sociologické metody a Společenskou dělbu práce – a hledat v nich nové zdroje inspirace pro kulturní sociologii. V první zmíněné knize bych chtěl rehabilitovat Durkheimův positivismus, který nemusí být nutně chápan jako rozporný s kulturní sociologií. Naopak by mohl přispět k diskuzi o kulturní autonomii. Ve druhé zmíněné knize chci výrazněji odlišit ekonomickou a kulturní rovinu a diskutovat, jak by kulturní sociologie mohla chápat pojmy solidarity a dělby práce. Zvláštní důraz kladu na dva typy mezilidské vzájemnosti (sounáležitost/doplňující se různost), jež Durkheimovi slouží jako základ pro pojmy mechanické a organické solidarity. Kulturní sociologie by tyto typy podle mého názoru mohla dobře využít pro pojem kulturní identity.

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House, James S. "The Culminating Crisis of American Sociology and Its Role in Social Science and Public Policy: An Autobiographical, Multimethod, Reflexive Perspective". Annual Review of Sociology 45, n.º 1 (30 de julio de 2019): 1–26. http://dx.doi.org/10.1146/annurev-soc-073117-041052.

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For over 50 years I have been, and remain, an interdisciplinary social scientist seeking to develop and apply social science to improve the well-being of human individuals and social life. Sociology has been my disciplinary home for 48 of these years. As a researcher/scholar, teacher, administrator, and member of review panels in both sociology and interdisciplinary organizations that include and/or intersect with sociology, I have sought to improve the quality and quantity of sociolog ists and sociolog y. This article offers my assessment as a participant observer of what (largely American) sociology has been over the course of my lifetime, which is virtually coterminous with the history of modern (post–World War II) sociology, and what it might become. I supplement my participant observations with those of others with similarly broad perspectives, and with broader literature and quantitative indicators on the state of sociology, social science, and society over this period. I entered sociology and social science at a time (the 1960s and early 1970s) when they were arguably their most dynamic and impactful, both within themselves and also with respect to intersections with other disciplines and the larger society. Whereas the third quarter of the twentieth century was a golden age of growth and development for sociology and the social sciences, the last quarter of that century saw sociology and much of social science—excepting economics and, to some extent, psychology—decline in size, coherence, and extradisciplinary connections and impact, not returning until the beginning of the twenty-first century, if at all, to levels reached in the early 1970s. Over this latter period, I and numerous other observers have bemoaned sociology's lack of intellectual unity (i.e., coherence and cohesion), along with attendant dissension and problems within the discipline and in its relation to the other social sciences and public policy. The twenty-first century has seen much of the discipline, and its American Sociological Association (ASA), turn toward public and critical sociology, yet this shift has come with no clear indicators of improvement of the state of the discipline and some suggestions of further decline. The reasons for and implications of all of this are complex, reflecting changes within the discipline and in its academic, scientific, and societal environments. This article can only offer initial thoughts and directions for future discussion, research, and action. I do, however, believe that sociology's problems are serious, arguably a crisis, and have been going on for almost a half-century, at the outset of which the future looked much brighter. It is unclear whether the discipline as now constituted can effectively confront, much less resolve, these problems. Sociolog ists continue to do excellent work, arguably in spite of rather than because of their location within the current discipline of sociolog y. They might realize the brighter future that appeared in the offing as of the early 1970s for sociology and its impact on other disciplines and society if they assumed new organizational and/or disciplinary forms, as has been increasingly occurring in other social sciences, the natural sciences, and even the humanities. Society needs more and better sociology. The question is how can we deliver it.

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Colturato Festi, Ricardo. "MICHAEL LÖWY E A SOCIOLOGIA DO TRABALHO: a descoberta da consciência de classe do operariado". Caderno CRH 31, n.º 83 (24 de enero de 2019): 239–52. http://dx.doi.org/10.9771/ccrh.v31i83.25112.

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O artigo busca analisar e problematizar a rápida passagem do jovem Michael Löwy pela sociologia do trabalho, quando realizou, em 1959, uma pesquisa sobre as atitudes e a consciência operária entre dirigentes sindicais metalúrgicos. Para isso, contextualiza esse estudo no curso do processo de institucionalização da sociologia brasileira, em particular o desenvolvimento das pesquisas acerca da indústria e do trabalho realizadas na Universidade de São Paulo, nas décadas de 1950 e 1960. Como conclusão, pode-se afirmar que Löwy apresentou, já àquela época, num manuscrito até então desconhecido, uma possível alternativa ao estilo de sociologia vigente na USP. As reflexões e conclusões deste artigo estão ancoradas em consultas realizadas em arquivos e numa entrevista com o próprio autor.MICHAEL LÖWY AND THE SOCIOLOGY OF WORK: the discovery of the class consciousness of the working class The article analyzes and problematizes the rapid passage of the young Michael Löwy by the sociology of the work, when in 1959 realized research on the attitudes and the workers’ conscience among metallurgical union leaders. We contextualize this study in the course of the process of institutionalization of Brazilian sociology, in particular the development of research on industry and work, carried out at the University of São Paulo in the 1950s and 1960s. We affirm that the author presented, in a manuscript unknown, a possible alternative to the style of sociology in force at USP. The reflections and conclusions of this article are anchored in consultations carried out in archives and in an interview with the author. Keywords: Michael Löwy. Sociology of work. Worker consciousness. Social thought. Intellectual historyMICHAEL LÖWY ET LA SOCIOLOGIE DU TRAVAIL: la découverte de la conscience de classe de la classe ouvrière L’article analyse et problématise le passage du jeune Michael Löwy par la sociologie du travail, lorsqu’en 1959 il réalise une recherche sur les attitudes et la conscience ouvrière parmi les dirigeants syndicaux métallurgiques. Nous contextualisons cette étude au cours du processus d’institutionnalisation de la sociologie brésilienne, en particulier le développement de la recherche sur l’industrie et le travail, menée à l’Université de São Paulo dans les années 1950 et 1960. Nous affirmons que l’auteur a présenté, dans un manuscrit inconnu, une alternative possible au style de sociologie en vigueur à l’USP. Les réflexions et les conclusions de cet article sont ancrées dans des consultations menées dans les archives et dans une interview avec l’auteur. Mots-clés: Michael Löwy. Sociologie du travail. Conscience ouvrière. Pensée sociale. Histoire intellectuelle.

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Canavieira, Fabiana Oliveira. "Uma nova sociologia em defesa das crianças e suas infâncias". Revista Educação e Emancipação 10, n.º 1 (13 de junio de 2017): 125. http://dx.doi.org/10.18764/2358-4319.v10n1p125-149.

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O artigo se apresenta como uma revisão de literatura da teoria sociológica tida como clássica, buscando estabelecer relações e destacar as contribuições dos principais fundamentos sociológicos à consolidação do campo da Sociologia da Infância, como novo paradigma teórico que têm as crianças e a infância como foco de seus estudos e atuação profissional. Sem a pretensão de se constituir como um estado da arte, faz-se um desvelamento das primeiras delimitações do novo campo teórico, ao passo que se exerce a reflexividade sociológica inspirada em Bourdieu, mas percorrendo outros sociólogos.Palavras-chave: Sociologia da Infância; Sociologia da Educação; Educação InfantilA new sociology in defense of children and their childhoodsABSTRACTThe article presents a literature review of the classical sociological theory, seeking to establish relationships and highlight the contributions of the main sociological foundations to the consolidation of the field of Sociology of Childhood as a new theoretical paradigm that children and childhood are the focus of its studies and professional performance. Without intending to be a state of art, we unveil the first delimitations of the new theoretical field, while the sociological reflexivity inspired by Bourdieu is exercised, but using other sociologists equally important for the present reflection.Keywords: Sociology of Childhood; Sociology of Education; Early Children Education.Una nueva sociología en defensa de los niños y sus infanciasRESUMENEl artículo se presenta como una revisión de la literatura de la teoria sociológica clásica, buscando establecer relaciones y poner de relieve las contribuciones de los principales fundamentos sociológicos para la consolidación del campo de la sociología de la infancia como un nuevo paradigma teórico que tienen los niños y la infancia como el foco de su estudios y desempeño profesional. Sin la pretensión de constituirse como un estado de la técnica, se trata de una presentación de los primeros límites del nuevo campo teórico, mientras lleva a cabo la reflexividad sociológica inspirado por Bourdieu, pero utilizando otros sociólogos de igual importancia a esta refl exión.Palabras clave: Sociología de la Infancia; Sociología de la Educación; Educación infantil

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Persson, Marcus y Christian Ståhl. "Sociologisk Forskning ger ut sin 60:e årgång!" Sociologisk Forskning 60, n.º 2 (27 de octubre de 2023): 121–23. http://dx.doi.org/10.37062/sf.60.25480.

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I äktenskapssammanhang brukar jämna årsfiranden kläs i någon form av materialistisk symbolik, ju högre siffra desto ädlare och mer statusfylld materia. Siffran 60 förknippas vanligtvis med diamanter, som är en symbol för det okrossbara och det exceptionella tålamodet. Oavsett om det handlar om äktenskap eller om tidskrifter är det ingen självklarhet att uppnå 60 år, och detta är därför något att uppmärksamma och fira. När nu ger ut sin 60:e årgång vill vi rikta tacksamma och stolta tankar mot alla de sociologer som under åren haft ansvaret att verka för svensk sociologi och upprätthålla en nationell sociologisk tidskrift. Periodvis har det ekonomiska läget varit svårt för tidskriften, ibland har det varit svårt att rekrytera redaktionsmedlemmar såväl som granskare, och inte sällan har det saknats gott manusunderlag. Vissa av problemen kvarstår – redaktionen behöver fortfarande flera inskickade bidrag – men liksom våra företrädare kämpar vi på för att vi anser att tidskriften är en viktig fackla för svensk sociologi. I samband med tidskriftens femtioårsjubileum 2013 återpublicerades tre artiklar från tidigare årgångar som har haft betydelse för svensk sociologi- och kunskapsutveckling, skrivna av Hans L Zetterberg, Walter Korpi och Rita Liljeström. Under 2014 blickade tidskriften återigen bakåt för att kunna reflektera över sociologins tillstånd i Sverige. Den gången fick en skara sociologiprofessorer skriva om sin akademiska resa och gärning. I detta jubileumsnummer vill vi rikta blicken mot samtiden och framtiden, som en intressant fortsättning på tidigare jubileumsnummer, med reflektioner över ämnets historia och utveckling. Bland annat har vi bjudit in juniora sociologer att diskutera hur sociologin, i form av forskning, undervisning och samhällsengagemang, kan bidra till förståelsen av vår samtid. Under ledning av Lisa Ferm genomfördes en gruppintervju med Mattis Karlsson, Johanna Köpsén, Isa Norvell Gustavsson, Josefin Persdotter, Jon Sunnerfjell och Emanuel Wittberg. Det blev ett engagerat samtal om sociologins potential att hjälpa människor att tolka och förstå sin omvärld, till exempel genom att låta sociologiska perspektiv genomsyra undervisningen redan i skolans tidiga år. Vidare diskuteras sociologins väsen, identiteten som sociolog och ämnets utmaningar. Sammantaget präglas samtalet av en tro på och passion för sociologiämnets värde, både vad gäller dess bredd och dess djup. Därutöver har flera hörsammat utlysningen för numret och bidragit skriftligt med personliga reflektioner om sociologiämnets roll i ett vidare sammanhang och i anslutning till antingen forskning, utbildning eller samhällsdebatt. Bidragen har genomgått en redaktionell granskning med syftet att helheten ska spegla en mångfacetterad och samtida sociologi. Josef Ginnerskov skriver om hur sociologi lärs ut och därigenom vad sociologi är. Han reflekterar kring sociologins institutionalisering och hur ämnets självbild utvecklats genom åren. Sociologin har ofta blivit krisförklarad. Likväl fortsätter ämnet att läras ut och beforskas. Ginnerskov drar paralleller mellan hur sociologiämnet utvecklats och hur det åskådliggjorts för andra genom undervisning. På detta sätt knyts ämnesdidaktik samman med ämnesidentitet, vilket han diskuterar med hjälp av begreppet sociologididaktik. Anna Engstam skriver ett upprop för en ”öppen sociologi” – en sociologi driven av det lilla men ack så viktiga prefixet ”för”. Hon diskuterar betydelsen av förmågan till för-reflexivitet och förvetenskapliga impulser som ett grundelement i det sociologiska tänkandet och görandet. Texten uppmuntrar läsaren att för stunden våga sjunka ner under ytan av fastslagna metodologiska standarder och teoretiska modeller och förnimma det kreativa teoretiserandet. I samma anda skriver Colm Flaherty om en ”nyfiken sociologi”. Mot bakgrund av den personliga erfarenheten att som student upptäcka sociologins tjusning diskuterar han den sociologiska visionen att professionellt och nyfiket utforska samhället och samtidens olika sociala problem. Framförallt lägger han stor vikt vid det sociologiska görandet, då den kan väcka nyfikenhet och sporra till reflexivet hos andra människor och därigenom även bidra till att påverka samhället. Patrik Aspers skriver om den humboldtska andan att förena forskning och undervisning och om varför det tycks vara så svårt att berika de båda elementen genom korsbefruktning. Utifrån egna erfarenheter, från Sverige och utomlands, skriver han om strukturella och kulturella svårigheter att förverkliga det humboldtska idealet, men också̊ om de visioner och goda ambitioner som behövs för att skapa ett livskraftigt ämne. Den uppmärksamme läsaren tänker: Patrik Aspers är väl inte en junior sociolog! Nej det är han givetvis inte. Aspers är professor och har bjudits in till detta nummer som representant för tidskriftens redaktionsråd att reflektera kring temat för numret. Och han är inte den ende seniora sociologen i sammanhanget. Till vår stora glädje kan vi också presentera två intervjuer med internationellt erkända sociologer: professor Eva Illouz och professor Hartmut Rosa. Eva Illouz har under många år utforskat känslornas strukturella betydelse i samhället. I flera böcker har hon problematiserat teman som kärlek och relationer i vår samtida konsumtionskultur. Illouz är aktuell med en ny bok om populismens känsloliv, som kom ut på engelska i somras (och som kommer i svensk översättning nästa år). Därmed tar hon sig an en helt annan typ av känslor än tidigare, närmare bestämt rädsla, avsky och förbittring. I denna intervju fick Poul Poder och Marcus Persson en exklusiv möjlighet att samtala med Illouz om nya boken och hennes tankar om den populistiska samtidens känslor som frodas i såväl politiska rum som i sociala medier. Därmed kretsar samtalet kring hur samtidens stora frågor och känslor hänger samman, och hur vi bör känna, och tänka, för att odla det goda demokratiska samhället. Hartmut Rosa har etablerat sig som en av samtidens mest uppmärksammade sociologer genom sina böcker om social acceleration och resonans. Hans senaste bok är en sociologisk analys av heavy metal. I samband med en föreläsning vid Göteborgs universitet i mars 2023 fick Carl Cassegård, Karl Malmqvist och Christian Ståhl tillfälle att genomföra en intervju som kom att röra sig kring ämnen som sociologin och dess framtid, kritisk teori, klimatförändringar samt möjligheten till en resonant demokrati. Utifrån sitt begrepp resonans resonerar han kring vikten av ett lyssnande och tillitsfullt samhälle med människor som känner att de besitter en politisk egenförmåga för att undkomma populism och främlingsfientlighet. Det finns ett hundratal sociologiska tidskrifter på engelska men bara en på svenska. I ”förbundet har ordet” skriver Åsa Lundqvist, Åsa Wettergren och Ylva Wallinder om utmaningarna, men också̊ om fördelarna, med en svensk sociologisk tidskrift i en era av internationalisering. Att skriva på svenska för en svensk publik kan vara kreativt och lustfyllt – intellektuellt och språkligt – och dessutom gynna spridningen av forskning både i undervisning och i samhällsdebatt. Numret innehåller också recensioner av nya böcker och avhandlingar: Miguel A. Martínez recension av Elton Chans avhandling; Johan Alfonssons recension av Kohei Saitos bok Marx in the Anthropocene; samt Jonas Bååths recension av Michael Carolans The Sociology of Food and Agriculture. Sammantaget bjuder vi på en mix av reflekterande texter med ambitionen att sporra till tankar och fortsatta diskussioner om sociologins roll i samhället och dess förmåga att ta sig an samtidens utmaningar. Trevlig läsning! Marcus Persson och Christian Ståhl Redaktörer för Sociologisk Forskning

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Zafirovski, Milan. "Convergent origins, divergent destinations: sociology's contributions and connections to economics in a historical and interdisciplinary framework". Social Science Information 46, n.º 2 (junio de 2007): 305–54. http://dx.doi.org/10.1177/0539018407076651.

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English This article explores selected significant instances of sociology's contributions and connections to economics. These contributions are framed and analyzed within a historical and interdisciplinary setting of the originally common or convergent roots (Enlightenment philosophical rationalism and liberalism) and early co-developments, and yet the subsequently (especially since the 1930s) divergent trajectories and destinations of sociology and economics. These contributions are divided into two general categories: theoretical-substantive and methodological-epistemological. Sociological analyses of market phenomena, societal development and institutions are adduced as examples of sociology's theoretical contribution to economics. Ideal-types, Verstehen, and sociology of knowledge exemplify its methodological contributions and connections to economics. The article aims to help bridge a gap in the current literature in which such contributions and connections of sociology to economics are rarely recognized and considered in favor of those in the opposite (“rational-choice”) direction. French L'article explore certains apports importants de la sociologie à l'économie et les interrelations entre les deux disciplines. Ces apports sont analysés dans une perspective historique et interdisciplinaire, des racines originellement communes ou convergentes des deux disciplines (le rationalisme philosophique des Lumières et le libéralisme) et de leur développement initial commun à leurs trajectoires et destinations par la suite - en particulier depuis les années trente - divergentes. Ces apports se répartissent en deux grandes catégories: théoriques-formels et méthodologiques-épistémologiques. Les analyses sociologiques des phénomènes de marché, du développement de la société et des institutions sont donnés en exemples de contributions théoriques de la sociologie à l'économie. Les types-idéaux, Verstehen, et la sociologie de la connaissance témoignent de son apport méthodologique à l'économie et de ses liens avec celle-ci. L'article a pour ambition de combler un vide dans la littérature qui n'atteste que rarement l'existence de tels apports de la sociologie à l'économie, en privilégiant plutôt à l'inverse les apports de l'économie à la sociologie ("choix rationnel").

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Zavaleta Betancourt, José Alfredo. "Lahire, Bernard (2016). En defensa de la sociología". Clivajes. Revista de Ciencias Sociales, n.º 12 (10 de febrero de 2020): 171–74. http://dx.doi.org/10.25009/clivajes-rcs.v0i12.2587.

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Es posible que entre el apoyo a los chalecos amarillos, el rechazo a la pena de muerte, la petición de libertad para Josu Urrutikoetxea y “La defensa de la sociología” haya un vaso comunicante.Allende la tendencia a interrogarse acerca de la utilidad de la sociología, encabezada por Dubet (2012): ¿Para qué sirve realmente un sociólogo?,[1] seguido por Bauman (2014): ¿Para qué sirve realmente…? un sociólogo,[2] Bernard Lahire (2016), quien diez años atrás se ocupó del tema: ¿Para qué sirve la sociología?,[3] y propuso la integración de la sociología experimental y social, emprende ahora la defensa de nuestra disciplina, mediante una estrategia de comprensión de los ataques políticos “recurrentes” de quienes la consideran parte de una “cultura de la excusa”. Lahire, Bernard (2016). In defense of sociologySummaryIt is possible that between the support for the yellow vests, the rejection of the death penalty, the request for freedom for Josu Urrutikoetxea and “The defense of sociology” there is a communion cup.Beyond the tendency to question oneself about the usefulness of sociology, headed by Dubet (2012): What is a sociologist really for? [1] followed by Bauman (2014): What is it really for ...? a sociologist, [2] Bernard Lahire (2016), who ten years ago dealt with the subject: What is sociology for? [3] and proposed the integration of experimental and social sociology, now undertakes the defense of our discipline, through a strategy of understanding the “recurrent” political attacks of those who consider it part of a “culture of excuse”. Lahire, Bernard (2016). En défense de la sociologie.RésuméIl est possible que parmi l’appui aux gilets jaunes, le rejet de la peine de mort, la demande de liberté pour Josu Urrutikoetxea et « La défense de la sociologie » il y ait des vases communicants.Au-delà de la tendance à s’interroger sur l’utilité de la sociologie, dirigée par Dubet (2012) : ¿Para qué sirve realmente un sociólogo?, [1] suivi par Bauman (2014): ¿Para qué sirve realmente…? un sociólogo, [2] Bernard Lahire (2016), qui dix ans avant il s’est occupé du thème: ¿Para qué sirve la sociología?, [3] et il a proposé l’intégration de la sociologie expérimentale et sociale, il entreprend actuellement la défense de notre discipline à travers une stratégie de compréhension des attaques politiques « récurrents » de qui la considèrent comme une partie d’une « culture de l’excuse ». [1] Dubet, F. (2012). ¿Para qué sirve realmente un sociólogo? Buenos Aires, Argentina: Siglo XXI Editores. 136 pp.[2] Bauman, Zygmunt. 2014. ¿Para qué sirve realmente...? un sociólogo. Madrid: Paidós.160 pp.[3] Lahire, B. (2006). ¿Para qué sirve la sociología? Buenos Aires, Argentina: Siglo XXI Editores. 208 pp.

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Farias, Daniel Costa. "As condições de possibilidade do conhecimento sociológico: a constituição processual da sociologia segundo Norbert Elias". Simbiótica 9, n.º 1 (21 de mayo de 2022): 38–58. http://dx.doi.org/10.47456/simbitica.v9i1.38300.

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Resumo Este texto analisa como Norbert Elias pensa a influência dos processos de desenvolvimento social do conhecimento na constituição da sociologia. Seguimos três etapas. Primeiro, demonstramos o conceito de Processo em Elias. Depois, verificamos como o autor entende a constituição da sociologia. No fim, mostramos a relação entre os processos históricos de produção de conhecimento e a constituição da sociologia. Aqui vamos evidenciar a importância, segundo Elias, da evolução do conhecimento com as dinâmicas de longo prazo do desenvolvimento social e, igualmente, da composição da sociologia enquanto uma ciência relativamente autônoma. Partimos da perspectiva de que, para Elias, o patrimônio social de conhecimento em constante expansão possibilitou um método científico adequado para analisar a sociedade. Utilizamos a pesquisa bibliográfica como metodologia. Assim, pesquisaremos um ponto pouco explorado nos trabalhos de Elias. Palavras-chave: Norbert Elias; conhecimento; processo; sociogênese. Abstract This text analyzes how Norbert Elias thinks about the influence of the processes of social development of knowledge in the constitution of sociology. We follow three steps. First, we demonstrate the concept of Process in Elias. Afterwards, we verify how the author understands the constitution of sociology. In the end, we show the relationship between the historical processes of knowledge production and the constitution of sociology. Here we will highlight the importance, according to Elias, of the evolution of knowledge with the long-term dynamics of social development and, also, of the composition of sociology as a relatively autonomous science. We start from the perspective that, for Elias, the constantly expanding social patrimony of knowledge enabled an adequate scientific method to analyze society. We use bibliographic research as a methodology. Thus, we will research a little explored point in Elias' works. Keywords: Norbert Elias; knowledge; process; sociogenesis. Resumen Este texto analiza cómo piensa Norbert Elias sobre la influencia de los procesos de desarrollo social del conocimiento en la constitución de la sociología. Seguimos tres pasos. Primero, demostramos el concepto de Proceso en Elias. Posteriormente, verificamos cómo el autor entiende la constitución de la sociología. Al final, mostramos la relación entre los procesos históricos de producción de conocimiento y la constitución de la sociología. Aquí destacaremos la importancia, según Elias, de la evolución del conocimiento con la dinámica de largo plazo del desarrollo social y, también, de la composición de la sociología como ciencia relativamente autónoma. Partimos de la perspectiva de que, para Elias, el patrimonio social del conocimiento en constante expansión posibilitó un método científico adecuado para analizar la sociedad. Utilizamos la investigación bibliográfica como metodología. Por lo tanto, investigaremos un pequeño punto explorado en las obras de Elias. Palabras clave: Norbert Elias; conocimiento; proceso; sociogénesis.

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Thomassen, Bjørn. "Stadier på sociologiens vej. Søren Kierkegaard og samfundsvidenskaberne". Dansk Sociologi 26, n.º 3 (2 de septiembre de 2015): 79–100. http://dx.doi.org/10.22439/dansoc.v26i3.5055.

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Denne artikel skitserer Kierkegaards indflydelse på sociologien i det 20. århundrede. Med udgangspunkt i den ungarske sociolog Arpad Szakolczais metodiske begreb om sociologiens ”baggrundsfigurer”, argumenteres det, at Kierkegaard ofte har udøvet en ”skjult”, men afgørende indflydelse på en lang række tænkere inden for den klassiske sociologi, såsom Simmel, Mannheim, Weber, Adorno og Frankfurterskolen. I forlængelse heraf argumenteres det, at Foucaults sene forfatterskab udviklede sig i en intim dialog med Kierkegaards skrifter. Derfor bør Kierkegaard også anerkendes som en nøglefigur for den kritiske teori. Artiklen har som overordnet mål at klargøre Kierkegaards relevans for den sociologiske teoridannelse og den nutidige samfundsforståelse. ENGELSK ABSTRACT: Bjørn Thomassen: Stages on Sociology’s Way: Søren Kierkegaard and the Social Sciences The aim of this article is to ascertain Kierkegaard’s relevance for sociological theory formation as well as diagnostic understandings of contemporary society. The article surveys Kierkegaard’s influence on sociology in the 20th century. Drawing on the Hungarian sociologist Arpad Szakolczai’s methodological concept of ”background figures”, it argues that Kierkegaard has often exercised a ”hidden” but decisive influence on a series of thinkers in classical sociology, including Simmel, Mannheim, Weber, Adorno and the Frankfurt school. The article also argues that Foucault’s late authorship developed in an intimate dialogue with Kierkegaard’s writings. For these reasons, Kierkegaard must also be recognized as a key figure for critical theory. Keywords: Kierkegaard, Mannheim, Simmel, Weber, Foucault, critique.

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Balon, Jan. "O samotné myšlence jednotné sociologie: Harvard a Columbia". Teorie vědy / Theory of Science 33, n.º 3 (21 de noviembre de 2011): 358–86. http://dx.doi.org/10.46938/tv.2011.123.

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On the Very Idea of Unified Sociology: Harvard and ColumbiaAbstract: The article concentrates on the historical context of American sociology's development in the period between 1930 and 1965, which is here associated with a specific project of the field's unification elaborated at Harvard University and Columbia University. It is argued that the idea of unified sociology is worked in the very project of American sociology as a science and found its genuine expression in the efforts to reach "objectivity and coherence" of sociological thought/knowledge. It also distinctly formed the professional identity of the discipline. It was expected that the scientific integrity would be achieved by means of securing the continuity of theory and practice, which was to provide a general methodological pillar for cumulative research. The historical contextualization of this formative period studies how the very idea of unified sociology affected both theoretical and methodological perspectives within the discipline and also the possibility of its integrated research agenda.O samotné myšlence jednotné sociologie: Harvard a ColumbiaAbstrakt: Článek se zaměřuje na historický kontext vývoje americké sociologie v období mezi lety 1930-1965, jež je spojeno se specifickým projektem sjednocení oboru rozpracovaným na Harvardské a Kolumbijské univerzitě. Samotná myšlenka jednotné sociologie je neoddělitelně vpletena do celého projektu americké sociologie jako vědy a své „čisté" vyjádření nalezla v úsilí prokázat „objektivitu a koherenci" sociologického myšlení/vědění. Zcela zřetelně také formovala profesní identitu oboru. Prostředkem zajištění vědecké integrity bylo především zajištění kontinuity teorie a praxe, ježby založilo a o něž by se mohlo opírat pevné metodologické „sebevědomí". Historická kontextualizace tohoto formativního období si klade za cíl sledovat, nakolik myšlenka sjednocené sociologie ovlivnila teoretické a metodologické perspektivy v rámci oboru i vlastní představy o možnosti jeho integrované výzkumné agendy.

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Watier, Patrick. "G. Simmel : religion, sociologie et sociologie de la religion / Religion, Sociology and Sociology of Religion". Archives de sciences sociales des religions 93, n.º 1 (1996): 23–50. http://dx.doi.org/10.3406/assr.1996.1014.

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Libkind, Aleksandr, Dmitry Rubvalter, Ilya Libkind y Valentina Markusova. "Dynamics of Publication Activity in Russian Sociological Research in Comparison with Trends in Russian and World Science: Results of WoS Bibliometric Analysis for 1993—2020". Science Governance and Scientometrics 17, n.º 3 (30 de septiembre de 2022): 329–57. http://dx.doi.org/10.33873/2686-6706.2022.17-3.329-357.

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Introduction. The dynamics of Russian sociology research are analyzed for the period of 1993—2020. Methods. The sources of information for the study were three databases on the Web of Science platform: SSCI, SCI-E, and A&HCI. The main method of research was bibliometric analysis. Results and Discussion. The percentage of publications in sociology among the social sciences in the world as a whole has gradually declined over the 28-year period: from 4.7 % in 1993 to 2.3 % in 2020. The decline in the same indicator for Russian publications began only in 2008. It should be noted that this indicator is significantly higher than that for the world as a whole: the average percentage of publications in sociology for the entire period for the world was 3.2 %, for Russia — 16.4 %. The percentage of the world's Open Access publications in sociology is lower than that for the social sciences as a whole, but the growth rate is very high: 1.7 % in 1993 and 34.1 % in 2020. In the case of Russian sociology publications, the Open Access system has only become relatively active in 2013. In 2020, the total percentage of such publications was 7.9 %. Two approaches were used to define the thematic range of sociology research and the level of sociology's connection to other scientific fields. One is based on identifying publications that are common to two of the scientific fields under study, the other involves on identifying publications that were simultaneously cited in different scientific fields. Application of these approaches demonstrated that the second approach, as compared with the first, allowed to reveal much more extensive thematic connections of sociology with other scientific directions. At the same time, the application of rank correlation methods showed that the results obtained using these two different approaches are characterized by a sufficient degree of consistency. Conclusion. The data obtained on the percentage of publications in sociology in national and world science can be used by various state and public structures in the development of scientific policy in the field of social sciences. Data on sociology's connections with other disciplines and their quantitative characteristics can serve as background material for subsequent qualitative (substantive) analysis of these connections.

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Telles, Helyom Viana. "HISTÓRIA DIGITAL, SOCIOLOGIA DIGITAL E HUMANIDADES DIGITAIS: Algumas questões metodológicas". Revista Observatório 3, n.º 5 (1 de agosto de 2017): 74. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n5p74.

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O artigo discute o conceito de Digital e a constituição do campo das Humanidades Digitais, destacando alguns problemas específicos inerentes à Sociologia, Antropologia e Historiografia. O artigo explicita a polêmica em torno do conceito de digital e pontua algumas questões metodológicas relevantes para a construção da objetividade científica no uso dos métodos digitais no campo da Historiografia e das Humanidades Digitais. PALAVRAS-CHAVES: História Digital, Humanidades Digitais, Sociologia Digital. ABSTRACT The article discusses the concept of Digital and the constitution of the field of Digital Humanities, highlighting some specific problem sinherent in Sociology, Anthropology and Historiography. The article explores the controversy surrounding the concept of digital and points out some methodological issues relevantto the construction of scientific objectivity in the use of digital methods in the field of Historiography and Digital Humanities. KEYWORDS: Digital History, Digital Humanities, Digital Sociology. RESUMEN El artículo discute el concepto de Digital y la constitución del campo de las Humanidades Digitales, destacando algunos problemas específicos inherentes a la Sociología, Antropología y Historiografía. El artículo explicita la polémica en torno al concepto de digital y puntualiza algunas cuestiones metodológicas relevantes para la construcción de la objetividad científica en el uso de los métodos digitales en el campo de la Historiografía y de las Humanidades Digitales. PALABRAS CLAVES: Historia Digital, Humanidades Digitales, Sociología Digital.

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Topalov, Christian. "Sociologie d'un étiquetage scientifique : urban sociology". L'Année sociologique 58, n.º 1 (2008): 203. http://dx.doi.org/10.3917/anso.081.0203.

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Synnott, Anthony y Herzonia Yanez. "Sociologia del olor (Sociology of Smell)". Revista Mexicana de Sociología 65, n.º 2 (abril de 2003): 431. http://dx.doi.org/10.2307/3541571.

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Pérez, Marcelo. "Una aproximación a Jorge Lagarrigue y Miguel Lemos: El apostolado sociológico de la Religión de la Humanidad en Sudamérica". Revista Grafía- Cuaderno de trabajo de los profesores de la Facultad de Ciencias Humanas. Universidad Autónoma de Colombia 10, n.º 2 (14 de julio de 2013): 176. http://dx.doi.org/10.26564/16926250.501.

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ResumenLa siguiente propuesta trata de una aproximación al aporte de Jorge Lagarrigue y Miguel Lemos de Chile y Brasil. Sus carreras representan la forma apostólica de la “Religión de la Humanidad”, un particular positivismo que incluye el ejercicio de un sacerdocio sociológico. Durante la década de 1880, Lagarrigue y Lemos fundarán iglesias y apostolados positivistas, mantendrán una intensa actividad editorial y de relaciones internacionales que se suma a sus producciones personales. Mi propósito es alentar la exploración de estas relaciones y poner en marcha el estudio de la sociología de estos autores.Palabras clave: Positivismo religioso, comtismo, historia de la sociología, redes intelectuales***********************************************An approach to Jorge Lagarrigue and Miguel Lenos: the sociologic ministery of the Humanity religion in South America.AbstractThis proposal deals about an approach to the Jorge Lagarrigue and Miguel Lemos contributions of Chile and Brazil. Their careers represent an apostolate way of the Humaniy Religion, a particular positivism that includes the exercise of a sociologic ministry. During the 1880 decade, Lagarrigue and Lemos would found churches and positivist ministries, they would maintain an intensive publishing activity and international relationships added to the personal productions. My goal is to encourage the exploration of these relationships and to implement the study of their sociology.Keywords: Religious positivism, comteism, sociology history, intellectual network*************************************************Uma aproximação a Jorge Lagarrigue e Miguel Lemos: O apostolado sociológico da Religião da Humanidade em Sul-AméricaResumoA seguinte proposta trata de uma aproximação ao aporte de Jorge Lagarrigue e Miguel Lemos de Chile e Brasil. Seus percursos representam a forma apostólica da “Religião da Humanidade”, um particular positivismo que inclui o exercício de um sacerdócio sociológico. Durante a década de 1880, Lagarrigue e Lemos fundaram igrejas e apostolados positivistas, mantiveram uma intensa atividade editorial e de relações internacionais que se soma às suas produções pessoais. Meu propósito é alentar a exploração destas relações e colocar em marcha o estudo da sociologia desses autores.Palavras-chave: Positivismo religioso, comtismo, história da sociologia, redes intelectuais

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Zemskova, Anastasiya Yu. "On the history of researching electoral sociology". VESTNIK INSTITUTA SOTZIOLOGII 30, n.º 3 (2019): 113–30. http://dx.doi.org/10.19181/vis.2019.30.3.595.

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In our modern world electoral sociology, which is under constant scrutiny by the general public, as well as members of the media, in many ways shapes the image of sociology as a scientific discipline. Today sociology is often represented by media reports about the results of public opinion polls on the subject of politics and electoral affairs. Meanwhile a certain other trend is apparent: the high expectations imposed on electoral studies, as well as on their verifiability and efficiency, encourage the further development of sociological research and sociology in general. Scientific studies on electoral processes are defined by the convergence of various schools and paradigms of research, which implies an overlapping of different approaches and methods. This article presents the stages of electoral sociology’s development, from “straw polls” to contemporary theories of electoral behavior (the straw poll stage, electoral sociology in the 1930’s and 1940’s, ecological analysis in electoral sociology, the behavioral approach, the sociological theory on electoral behavior, the socio-psychological theory of electoral behavior, the theory of instrumental rationality), which in modern electoral sociology are known as “post-Gallup” theories. The author reveals the main characteristics of each stage of modern electoral sociology’s development, while highlighting its achievements and value, and giving a comprehensive analysis of modern theories of electoral behavior, with regards to issues located on the line between political sociology and sociology of law. Among these issues special consideration is given to elections as a political phenomenon, the political culture and political attitudes of the electorate, features of voting systems, political mechanisms and electoral technologies.

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Fernandes, Florestan y Jacob Carlos Lima. "A Sociologia como afirmação / Sociology as assertion". Revista Brasileira de Sociologia - RBS 9, n.º 21 (11 de marzo de 2021): 260–93. http://dx.doi.org/10.20336/rbs.818.

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Este artigo, ora republicado pela Revista Brasileira de Sociologia, saiu originalmente na Revista Brasileira de Ciências Sociais da Faculdade de Ciências Econômicas (FaFi) da Universidade Federal de Minas Gerais, no volume II, nº 1 de março de 1962. Trata-se do discurso de abertura do II Congresso Brasileiro de Sociologia, realizado em Belo Horizonte no dia 12 de março, pelo seu presidente, Florestan Fernandes.O II congresso da SBS estava programado para se realizar em 1956, mas por questões de cunho político e institucional, só conseguiu se efetivar oito anos após o primeiro. A diretoria eleita em 1962 foi atropelada pelo golpe civil-militar de 1964 que desarticulou a SBS.O III congresso, de reorganização, realizou-se apenas 25 anos depois, em 1987, num contexto de redemocratização e expansão institucional da formação e da pesquisa no país. Em sua abertura, Gabriel Cohn retomou o texto de Florestan, destacando os novos desafios da disciplina em “A Sociologia como interrogação”, agora com os novos desafios colocados numa sociedade que se modernizou rapidamente sem mexer, contudo, na estrutura das desigualdades sociais que, ao invés de diminuírem, aumentaram.Apesar das grandes mudanças na sociedade brasileira nestes últimos 58 anos, o texto de Florestan apresenta uma atualidade desconcertante. Argumenta que a adoção dos critérios de cientificidade na produção do conhecimento não estão dissociados de um determinado padrão de civilização e destaca um horizonte cultural sufocante e um forte irracionalismo “ligados à herança cultural pré-científica, ou de complexo jogo dos interesses sociais que limitam o aproveitamento dos dados e das descobertas da ciência às conveniências de manipulação do poder pelas camadas sociais dominantes, sejam elas quais forem”. As sociedades humanas não passam por um processo evolutivo, linear. A expansão da racionalidade e do conhecimento científico estão sujeitos de forma permanente a tensões e conflitos com fatores irracionais e retrógrados presentes na sociedade e o avanço da ciência depende da consolidação da ordem social democrática. Sociologia é o conhecimento crítico dos fenômenos sociais e, sem liberdade, esse conhecimento não prospera. O ano era 1962, mas em 2021, nosso horizonte está marcado pelas sombras do obscurantismo, do reacionarismo político, social e cultural. Os tempos sombrios estão de volta.Ao lado dessa percepção preocupante do contexto vivido, outras questões são explanadas no texto vinculadas à formação, ao ensino e à atuação do sociólogo, evidenciando uma disciplina então em processo de afirmação, mas indicando desafios ainda a serem enfrentados. A maior parte delas, ainda está presentes nos debates da sociologia brasileira, exigindo sua releitura para melhor qualificar esses debates. Um texto se torna clássico pela perenidade das questões que sugere. Este texto evidencia essa condição.

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Tacussel, Patrick y Jean-Bruno Renard. "Imaginace a sociologie [The Imagination and Sociology]". Czech Sociological Review 40, n.º 1-2 (1 de febrero de 2004): 95–104. http://dx.doi.org/10.13060/00380288.2004.40.1.07.

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Albertsen, Niels. "Retfærdiggørelse, ideologi, kritik". Dansk Sociologi 19, n.º 2 (21 de abril de 2008): 65–84. http://dx.doi.org/10.22439/dansoc.v19i2.2556.

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Denne artikel har tre formål. For det første er det hensigten at udrede forbindelserne mellem begreberne retfærdiggørelse, ideologi og kritik, som de foreligger hos Luc Boltanski og Ève Chiapello i Le Nouvel Esprit du capitalisme (1999) (NEC i det følgende) og denne bogs forudsætninger. For det andet skal forholdet mellem kritisk sociologi og kritiksociologi afklares. Boltanski markerer sig i 1980-90erne med en tese om, at sociologien om de sociale aktørers kritiske kompetencer bør erstatte en sociologi, som selv vil være kritisk. I NEC vender imidlertid en idé om kritisk sociologi tilbage. Her skal de to tilgange integreres, som det hedder i forordet til den engelske udgave af NEC (Boltanski & Chiapello 2005:xii). Hvordan hænger dette sammen? For det tredje skal Boltanski og Chiapellos (B&C i det følgende) begrebs- og teoridannelse præciseres gennem konfrontation med dels en marxistisk forståelse af ideologi og kritik, dels aktør-netværksteorien i Bruno Latours udgave, ifølge hvilken kritisk sociologi er noget af det værste og mest skadelige, der er hændt samfundsvidenskaben. Et kort blik på den anerkendelsesteoretiske fornyelse af kritisk teori (Axel Honneth) bidrager til præciseringen. ENGELSK ABSTRACT: Niels Albertsen: Justification, Ideology, Critique The aim of this article is threefold. The first task is to explicate the connections between the concepts of justification, ideology and critique in Luc Boltanski’s and Ève Chiapello’s magnum opus, The New Spirit of Capitalism. The second is to elucidate the relationship between sociology of critique and critical sociology. In the1980-90s Boltanski argued that critical sociology, which approaches social actors critically in search of “hidden“ explanations “behind their backs“, should be replaced by sociology of critique, which investigates the critical competencies of the social actors themselves. In The New Spirit of Capitalism, however, critical sociology shows up again. How consistent is this move? The third aim is to clarify Boltanski’s and Chiapello’s theoretical position by confronting it with Marxist conceptions of ideology and critique (Karl Marx and Slavoj Žižek) and with actor-network theory (Bruno Latour). A quick look at Axel Honneth’s recognition-oriented renewal of critical theory further contributes to the clarification. The main conclusion is that sociology of critique has helped reformulate critical sociology as pragmatic critique, as critical sociology of critique that does not operate with deep, transcendent foundations. Key words: Justification, ideology, critique, Boltanski, Latour, Žižek.

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Al-Hardan, Anaheed. "The sociological canon reconfigured: Empire, colonial critique, and contemporary sociology". International Sociology 33, n.º 5 (septiembre de 2018): 545–57. http://dx.doi.org/10.1177/0268580918791967.

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The essay reviews three books that were published consecutively in the last three years, and argues that they represent an important shift in sociology that could potentially reconfigure the discipline and the discipline’s theoretical canon. This is because these books make the modern experience of European empires, colonialism, and, in many instances, incomplete decolonization central to sociology. They also question the discipline’s origin narratives and these narratives’ implications in colonial modernity. Thus, the books hold up a mirror reflecting back onto the discipline of sociology its own implication in European empires and colonization and demonstrate how sociology’s imperial episteme continues to shape the discipline today. This article reviews these books and focuses on how they engage in the double task of the deconstruction of sociology’s complicity in empire and the construction of a colonial critique-centered sociology. This is a sociology, the essay argues, which is invested in analyzing structural relations of power in view of the legacies of empire and colonialism. It is also one that asks questions relevant to contemporary realities for the purposes of effecting political change in the world.

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Zabłocki, Grzegorz. "The State of Rural Sociology as Presented in Four Periodicals – Rural Sociology, Sociologia Ruralis, Journal of Rural Studies, Eastern European Countryside". Eastern European Countryside 19, n.º 1 (1 de diciembre de 2013): 9–27. http://dx.doi.org/10.2478/eec-2013-0002.

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Abstract This article is an analysis of differences and similarities between four Englishlanguage journals on rural sociology. The comparison covered topics discussed in about 600 articles published in the journals in the years 1995-2010 and the regional affiliation of their authors. In the comparison, all articles and texts on empirical research published in this period in Eastern European Countryside were considered. In total, 141 texts were published in this annual journal. Out of the three other journals (Rural Sociology, Sociologia Ruralis, Journal of Rural Studies) 50 articles for each of three periods: 1995-1996, 2002-2003, 2008-2009, were selected. Results of the comparison show that the journals have strictly regional profiles, and that present rural sociology does not seem to be the science on social phenomena in world-wide rural areas. Rural sociology used in the four studied journals does not develop the knowledge that would be useful in solving problems of the rural population. In the three journals under study (Rural Sociology, Sociologia Ruralis, Journal of Rural Studies) almost exclusively sociology of rural areas in Western Europe and Northern America was developed, and their contributors were almost always authors from the two regions. The fourth journal - Eastern European Countryside - was concerned, adequately to its title, with rural phenomena in Central and Eastern Europe

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Cardoso, Frederico Assis. "O que é uma aula? Análises sociológicas sobre a construção de uma atividade do trabalho docente". Cadernos de Pesquisa 27, n.º 1 (7 de agosto de 2020): 229. http://dx.doi.org/10.18764/2178-2229.v27n1p229-257.

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Este artigo é o resultado de leituras e discussões realizadas em uma turma de graduação composta por diferentes estudantes de diversos cursos de licenciaturas em uma Instituição Federal de Ensino Superior (IFES). O material tem por objetivo apresentar refl exões sobre o conceito de aula como uma categoria particular de atividade do trabalho docente em espaços formais e regulares de ensino. A compreensão e a fundamentação das análises apresentadas encontram-se vinculadas teoricamente aos campos da Sociologia da Educação e da Formação de Docente, sobretudo na intersecção desses dois campos a partir da confi guração de uma Sociologia da Formação e da Profi ssão Docente. Trata-se especifi camente de uma interpretação das variantes do conceito de aula à luz da especifi cidade dos condicionamentos culturais, históricos e sociais experimentados no contexto do exercício do magistério em um procedimento metodológico do tipo de experiência da pesquisa-ação. O argumento central do texto é o de que, como um conceito, a aula representa uma atividade do trabalho docente que guarda um estoque diverso de signifi cados.Palavras-chave: Aula. Sociologia da educação. Formação docente. Sociologia da formação e da profissão docente.What is a class? Sociological analysis on the construction of a teaching work activity.AbstractThis article is the result of readings and discussions held in a graduate university education composed of diff erent students from several undergraduate courses at a Federal Institution of Higher Education (FIHE). The aim of the material is to present refl ections on the concept of class as a particular category of teaching work activity in formal and regular teaching spaces. The understanding and the rationale of the analyzes presented are theoretically linked to the fi elds of Sociology of Education and Teacher Training, especially in the intersection of these two fi elds from the confi guration of a Sociology of Formation and Teaching Profession. It is specifi cally an interpretation of the variants of the concept of class in the light of the specifi city of cultural, historical and social conditions experienced in the context of the exercise of teaching in a methodological procedure of the type of action research experience. The central argument of the text is that, as a concept, the class represents an activity of the teaching work that holds a diverse stock of meanings.Keywords: Class. Sociology of education. Teacher training. Sociology of formation and teaching profession¿Qué es una clase? Análisis sociológicos sobre la construcción de una actividad del trabajo docenteResumenEste artículo es el resultado de lecturas y discusiones realizadas en un grado de graduación compuesta por diferentes estudiantes de diversos cursos de licenciaturas en una Institución Federal de Enseñanza Superior (IFES). El material tiene por objetivo presentar reflexiones sobre el concepto de clase como una categoría particular de actividad del trabajo docente en espacios formales y regulares de enseñanza. La comprensión y la fundamentación de los análisis presentados se encuentran vinculadas teóricamente a los campos de la Sociología de la Educación y de la Formación de Docente, sobre todo en la intersección de estos dos campos a partir de la configuración de una Sociología de la Formación y de la Profesión Docente. Se trata específicamente de una interpretación de las variantes del concepto de clase a la luz de la especificidad de los condicionamientos culturales, históricos y sociales experimentados en el contexto del ejercicio del magisterio en un procedimiento metodológico del tipo de experiencia de la investigación-acción. El argumento central del texto es que, como un concepto, la clase representa una actividad del trabajo docente que guarda un stock diverso de significados.Palabras clave: Clase. Sociología de la educación. Formación docente. Sociología de la formación y de la profesión docente.

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Ferreira, Carlos Miguel y Sandro Serpa. "Future Anticipation in Sociology". Science Insights 39, n.º 1 (12 de octubre de 2021): 333–41. http://dx.doi.org/10.15354/si.21.re229.

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The ability to make forecasts about events is a goal favored by the so-called exact sciences. In sociology and other social sciences, the forecast, although often sought after, is not likely to be realized unconditionally. This article seeks to problematize and discuss the connection between sociology and forecast. The object of study of sociology has particular features that distinguish it from other scientific fields, namely facts and social situations, which deal with trends; the systems of belief of social scientists and policymakers that can influence the attempt to anticipate the future; the dissemination of information and knowledge produced by sociology and other social sciences, which have the potential to change reality and, consequently, to call into question their capacity for the social forecast. These principles pose challenges to sociology’s heuristic potentials, making the reflection on these challenges indispensable in the scientific approach to social processes.

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Silva, Pedro. "Associações de Pais, interculturalidade e clivagem sociológica: algumas questões". Revista Eletrônica de Educação 1, n.º 1 (8 de febrero de 2010): 3–30. http://dx.doi.org/10.14244/198271991.

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Escola e família constituem duas instituições sociais centrais das nossas sociedades. A família, de algum modo, sempre o foi. A escola, porém, constitui ainda hoje uma miragem para muitos (incluindo crianças), quando pensada à escala planetária. Famílias e escolas têm vindo, assim, a ser objecto de crescente atenção por parte das ciências sociais, dando, desde há cerca de um século, origem a ramos especializados (história e sociologia da família, história e sociologia da educação, por exemplo). A interface escola-família demorou mais algum tempo a tornar-se objecto de estudo, mas as últimas décadas têm trazido a lume excelentes contributos para a sua análise, sobretudo por parte das ciências da educação, em particular por mão da sociologia.Palavras-chave: escola e família, sociologia da família, sociologia da educaçãoAbstractAssociations of Parents, Interculturality and Sociological division: Some questionsSchool and family represent two central social institutions in our societies. Family, to a certain extent, has always had this role. School, on the other hand, is still today a mirage for many (including children), when the planetary scale is considered. Thus, for almost a century, families and schools have received more attention from social sciences, giving origin to specialized subjects, such as family history and sociology, the history and sociology of education. The school-family interface took longer to become a subject of study, although excellent contributions which have analysed it have been studied over the last decades, especially in education science, and particularly sociology. Key words: school and family, family sociology, sociology of education

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Burawoy, Michael. "For Public Sociology". American Sociological Review 70, n.º 1 (febrero de 2005): 4–28. http://dx.doi.org/10.1177/000312240507000102.

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Responding to the growing gap between the sociological ethos and the world we study, the challenge of public sociology is to engage multiple publics in multiple ways. These public sociologies should not be left out in the cold, but brought into the framework of our discipline. In this way we make public sociology a visible and legitimate enterprise, and, thereby, invigorate the discipline as a whole. Accordingly, if we map out the division of sociological labor, we discover antagonistic interdependence among four types of knowledge: professional, critical, policy, and public. In the best of all worlds the flourishing of each type of sociology is a condition for the flourishing of all, but they can just as easily assume pathological forms or become victims of exclusion and subordination. This field of power beckons us to explore the relations among the four types of sociology as they vary historically and nationally, and as they provide the template for divergent individual careers. Finally, comparing disciplines points to the umbilical chord that connects sociology to the world of publics, underlining sociology's particular investment in the defense of civil society, itself beleaguered by the encroachment of markets and states.

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30

Fitzgerald, Des. "What was sociology?" History of the Human Sciences 32, n.º 1 (febrero de 2019): 121–37. http://dx.doi.org/10.1177/0952695118808935.

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This article is about the future of sociology, as transformations in the digital and biological sciences lay claim to the discipline’s jurisdictional hold over ‘the social’. Rather than analyse the specifics of these transformations, however, the focus of the article is on how a narrative of methodological crisis is sustained in sociology, and on how such a narrative conjures very particular disciplinary futures. Through a close reading of key texts, the article makes two claims: (1) that a surprisingly conventional urge towards disciplinary reproduction often animates accounts of sociology’s crisis; (2) that, even more surprisingly, these same accounts are often haunted by a hidden metaphorical architecture centred on biology, vitality, vigour and life. The central gambit of the article is that, perhaps in spite of itself, this subterranean image of life actually hints at less reproductively conventional ways of understanding – and intervening in – sociology’s methodological ‘crisis’. Drawing, empirically, on the author’s recent work on urban stress and, theoretically, on Stefan Helmreich’s (2011, 2016) account of ‘limit biologies’, the articles ends with a call for a ‘limit sociology’ – a form of attention that could, similarly, expand rather than contract the present moment of transformation. At the heart of the article is a hope that thinking with such a limit may help sociologists to imagine a less deadening future than that on offer from a canonised discipline cathected by endless crisis-talk.

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Villas Bôas, Glaucia y Layssa B V Kulitz. "A SOCIOLOGIA DA ARTE COMO VOCAÇÃO: um relato de Vera Zolberg". Caderno CRH 32, n.º 87 (31 de diciembre de 2019): 577. http://dx.doi.org/10.9771/ccrh.v32i87.32236.

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O artigo apresenta a trajetória acadêmica de Vera Zolberg (1932-2016), considerada uma das fundadoras do campo da sociologia da arte nos Estados Unidos. Com base em um relato da socióloga, durante sua última visita ao Brasil, o texto revela as adversidades que ela enfrentou para obter uma formação acadêmica pelo fato de ser mulher, judia, casada e mãe. Da infância no South Bronx, aos estudos no Hunter College, à vida em Boston e no Texas, até o doutorado na Universidade de Chicago, o depoimento de Vera Zolberg evidencia o movimento de sua subjetividade entre oportunidades e adversidades, contingências e surpresas, viagens e deslocamentos em busca de sua autonomia intelectual, assim como nos revela peculiaridades da sociedade norte-americana que raramente aparecem nos discursos sobre o cenário do pós guerra naquele país. THE SOCIOLOGY OF ART AS A VOCATION: an account of Vera ZolbergThe article presents the academic trajectory of Vera Zolberg (1932-2016), one of the founders of the field of sociology of art in the United States. Based on an account of the sociologist made during her last visit to Brazil, the text reveals the adversities that she faced in order to obtain an academic training by being a woman, a jew, a wife and a mother. From childhood in the South Bronx, to her studies in Hunter College, to the life in Boston and in Texas to University of Chicago, Vera Zolberg’s testimony evidences the movement of her subjectivity between opportunities and adversities, contingencies and surprises, travels and journeys in search of her intellectual autonomy, just as it reveals to us the peculiarities of American life, which rarely, appears in discourses about the postwar scene.Keywords: Vera Zolberg. Academic formation. Intellectual autonomy. Sociology of art. LA SOCIOLOGIE DE L’ART COMME UNE VOCATION: un rapport de Vera ZolbergC’est article présent le trajectoire academique de Vera Zolberg (1932-2016), une des foundatrice du champ de la Sociologie de l’Art dans L’États-Unis. Basé sur un rapport de la sociologue fait lors de sa derniéré visite au Brésil, le text révèle les adversités auxquelles elle a été confrontée afin d’obtenir une formation académique en étant femme, juive, épouse et mére. De l’enfance dans le sud du Bronx, aux etudes au Hunter College, à la vie à Boston et au Texas à l’Université de Chicago, le témoignage de Vera Zolberg montre le mouvement de sa subjetivité entre opportunité et adversité, contingences et surprises, voyages et déplacement à la recherche de sa autonomie intellectuelle, comme nous révèle les particularités de la vie américaine, qui apparaît rarement dans les discours sur la scène de l’après-guerre.Mots-clés: Vera Zolberg. Formation academique. Autonomie intellectuelle. Sociologie de l’Art.

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Peters Núñez, Tomás. "Sociología del arte de Marcel Duchamp". Revista Temas Sociológicos, n.º 14 (25 de enero de 2017): 125. http://dx.doi.org/10.29344/07194145.14.246.

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ResumenEl presente artículo realiza una breve discusión sobre cómo la sociología y el arte se aportan mutuamente para la comprensión e interpretación de las manifestaciones de la modernidad. Con el objetivo de aportar elementos a esa discusión, se realizó una revisión bibliográfica sobre los análisis desarrollados por la sociología en torno a la obra del artista francés Marcel Duchamp. En una primera parte del artículo, se entregan elementos generales de lo dicho por la sociología sobre el artista dadaísta. En una segunda parte, se presentan los análisis que realizaron los sociólogos Zygmunt Bauman, Pierre Bourdieu y Niklas Luhmann sobre la obra del artista y de cómo ella sirve para comprender la modernidad.Palabras clave: Duchamp, sociología, arte, modernidad, conocimientoAbstractThis article presents a brief discussion about how the sociology and the art contribute to the understanding and interpretation of the manifestations of modernity. In order to provide elements to this discussion, this article reviews the literature on the analysis developed by sociology about the work of the French artist Marcel Duchamp. In the first part of this paper, we present general elements that sociology has thought about the Dada artist. In the second part, we present the analysis conducted by sociologists Zygmunt Bauman, Pierre Bourdieu and Niklas Luhmann on the artist’s work and how it helps to understand the modernity.Key words: Duchamp, sociology, art, modernity, knowledge

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Peters Núñez, Tomás. "Sociología del arte de Marcel Duchamp". Revista Temas Sociológicos, n.º 14 (25 de enero de 2017): 125. http://dx.doi.org/10.29344/07196458.14.246.

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ResumenEl presente artículo realiza una breve discusión sobre cómo la sociología y el arte se aportan mutuamente para la comprensión e interpretación de las manifestaciones de la modernidad. Con el objetivo de aportar elementos a esa discusión, se realizó una revisión bibliográfica sobre los análisis desarrollados por la sociología en torno a la obra del artista francés Marcel Duchamp. En una primera parte del artículo, se entregan elementos generales de lo dicho por la sociología sobre el artista dadaísta. En una segunda parte, se presentan los análisis que realizaron los sociólogos Zygmunt Bauman, Pierre Bourdieu y Niklas Luhmann sobre la obra del artista y de cómo ella sirve para comprender la modernidad.Palabras clave: Duchamp, sociología, arte, modernidad, conocimientoAbstractThis article presents a brief discussion about how the sociology and the art contribute to the understanding and interpretation of the manifestations of modernity. In order to provide elements to this discussion, this article reviews the literature on the analysis developed by sociology about the work of the French artist Marcel Duchamp. In the first part of this paper, we present general elements that sociology has thought about the Dada artist. In the second part, we present the analysis conducted by sociologists Zygmunt Bauman, Pierre Bourdieu and Niklas Luhmann on the artist’s work and how it helps to understand the modernity.Key words: Duchamp, sociology, art, modernity, knowledge

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34

Touraine, Alain. "Sociology after Sociology". European Journal of Social Theory 10, n.º 2 (mayo de 2007): 184–93. http://dx.doi.org/10.1177/1368431007078894.

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Buechler, Steven. "What is Critical About Sociology?" Teaching Sociology 36, n.º 4 (octubre de 2008): 318–30. http://dx.doi.org/10.1177/0092055x0803600402.

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Critical thinking is often presented as a generic technique. This article develops an alternative that links critique more closely to the sociological perspective. I suggest three answers to the above question: that the sociological perspective is critical for comprehending complex issues, that all sociology is implicitly critical by virtue of its debunking tendency, and that some sociology is explicitly critical by virtue of value commitments that lead to a critique of domination. The article identifies some basic themes of what it means to think sociologically, discusses sociology's “double critique” in more detail, illustrates the critical potential of scientific, humanistic and critical approaches to sociology, and explores some implications of this approach for how we teach sociology. It concludes by suggesting that the goal of fostering critical thinking in our students might better be met by returning to the critical roots of our own discipline.

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36

Romero, Mary. "Sociology Engaged in Social Justice". American Sociological Review 85, n.º 1 (2 de enero de 2020): 1–30. http://dx.doi.org/10.1177/0003122419893677.

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This article expands on my presidential address to further bolster the case that sociology has, from its inception, been engaged in social justice. I argue that a critical review of our discipline and our Association’s vaunted empiricist tradition of objectivity, in which sociologists are detached from their research, was accomplished by a false history and sociology of sociology that ignored, isolated, and marginalized some of the founders. In the past half-century, scholar-activists, working-class sociologists, sociologists of color, women sociologists, indigenous sociologists, and LGBTQ sociologists have similarly been marginalized and discouraged from pursuing social justice issues and applied research within our discipline. Being ignored by academic sociology departments has led them to create or join homes in interdisciplinary programs and other associations that embrace applied and scholar-activist scholarship. I offer thoughts about practices that the discipline and Association should use to reclaim sociology’s social justice tradition.

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Carvalho, Maria alice rezende de. "Sociologia, universidade e política / Sociology, university and politics". Revista Brasileira de Sociologia - RBS 8, n.º 20 (12 de diciembre de 2020): 308–24. http://dx.doi.org/10.20336/rbs.620.

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Este artigo fez parte do colóquio “A Sociologia Brasileira: contrafogos”, organizado pela SBS no âmbito do 43º Encontro Anual da ANPOCS. Discute a feição assumida pela sociologia nas democracias contemporâneas; sobre a universidade, entendida como rede material de atores e recursos, capaz de alcançar e articular públicos muito diversos; e sobre as mediações sociotécnicas como dispositivo de organização e autonomização social.AbstractThis article was part of the colloquium “A Sociologia Brasileira: contrafogos”, organized by SBS as part of the 43rd Annual Meeting of ANPOCS. It discusses the aspect assumed by sociology in contemporary democracies; about the university, understood as a material network of actors and resources, capable of reaching and articulating very diverse audiences; and on socio-technical mediations as a device for organization and social autonomy.

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38

Hokka, Johanna. "What counts as ‘good sociology’? Conflicting discourses on legitimate sociology in Finland and Sweden". Acta Sociologica 62, n.º 4 (27 de diciembre de 2018): 357–71. http://dx.doi.org/10.1177/0001699318813422.

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This qualitative study explores how sociology is legitimated among established Finnish and Swedish sociology professors, who are conceived as a scientific elite. Drawing on a Bourdieusian framework, the analysis traces the discourses that define legitimate sociology in these two national contexts, and the relations between those discourses. While the scientific elite of Finnish and Swedish sociology share four discourses – the Excellence, Humboldtian, Emancipatory and Policy discourses – the relative value of each differs between the different national contexts. The Excellence discourse dominates in the Finnish data, while the Humboldtian discourse is dominant in the Swedish data. The emphases on the other two discourses also vary: in Finnish interviews, the Policy discourse holds a strong position, while the Emancipatory discourse is articulated only with nostalgia; in Swedish interviews, the Emancipatory discourse is strong and the Policy discourse is weak. The results show that different national contexts produce variations in sociology’s internal dynamics.

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39

Wieczorkievicz, Alessandra Krauss, Joel Haroldo Baade y Rosana Claudio Silva Ogoshi. "A CONTRIBUIÇÃO DA SOCIOLOGIA NA FORMAÇÃO CIDADÃ DOS ALUNOS DO ENSINO MÉDIO NA COORDENADORIA REGIONAL DE EDUCAÇÃO DE CANOINHAS/SC". Extensão em Foco (ISSN: 2317-9791) 8, n.º 1 (10 de diciembre de 2020): 80–99. http://dx.doi.org/10.33362/ext.v8i1.2443.

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Essa reflexão é embasada na contribuição da disciplina de Sociologia, para a formação cidadã dos alunos do ensino médio na Coordenadoria Regional de Educação de Canoinhas/SC, pela ótica dos professores. Pode-se destacar, que a partir, da inserção da Sociologia no currículo escolar, seu vies está atrelado à formação cidadã. Desse modo, buscou-se pesquisar a contribuiçao do conhecimento sociológico, na formação cidadã, levando à formulação do seguinte problema de pesquisa: em que medida as aulas de Sociologia, das escolas da Coordenadoria Regional da Educação de Canoinhas/SC, estão colaborando com a formação cidadã de seus alunos, do ponto de vista dos professores? Em relação à metodologia, optou-se pela pesquisa qualitativa, com a pesquisa de campo e aplicação de questionários abertos aos professores da disciplina de Sociologia das 19 escolas estaduais da Coordenadoria Regional da Educação de Canoinhas. Conclui-se que as aulas de Sociologia da Coordenadoria Regional de Educação de Canoinhas/SC estão colaborando com a formação cidadã, destacando as potencialidades no conhecimento sociológico. Dentre as potencialidades pode-se apresentar: a formação do pensamento crítico, compreensão dos direitos e deveres, entendimento da sociedade e formação cidadã. As aulas de Sociologia possuem papel determinante na formação dos alunos, especialmente com vistas à educação para a cidadania. Palavras-chave: Potencialidades. Formação cidadã. Ensino de Sociologia. Cidadania. ABSTRACT: This reflection is based on the contribution of the discipline of Sociology, for the citizen education of high school students in the Regional Education Coordination of Canoinhas / SC, from the perspective of the teachers. It can be highlighted that, from the insertion of Sociology in the school curriculum, its bias is linked to citizen formation. In this way, we sought to research the contribution of sociological knowledge in citizen education, leading to the formulation of the following research problem: to what extent the Sociology classes, from the schools of the Regional Coordination of Education in Canoinhas / SC, are collaborating with the citizen education of their students, from the teachers' point of view ?. Regarding the methodology, qualitative research was chosen, with field research and application of questionnaires open to teachers of the discipline of Sociology of the 19 state schools of the Regional Coordination of Education of Canoinhas. It is concluded that the Sociology classes of the Regional Education Coordination of Canoinhas / SC are collaborating with the citizen formation, highlighting the potential in sociological knowledge. Among the potentialities can be presented: the formation of critical thinking, understanding of rights and duties, understanding of society and citizen formation. Sociology classes play a decisive role in the education of students, especially with a view to education for citizenship. Keywords: Potentialities. Citizen formation. Sociology teaching. Citizenship.

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40

Peris, Carlos. "Sociology in Paraguay". International Sociology 32, n.º 5 (septiembre de 2017): 587–94. http://dx.doi.org/10.1177/0268580917725233.

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Sociology has been taught in Paraguay since 1900. In those years, it was included in the training of other humanities, such as law. Despite this early appearance, the education of sociology is now only 30 years old and exhibits an evolutionary lethargy. The discipline was institutionalized not because it was taught as a major course of study, but because of the publication of two national journals that have existed for more than four decades: Revista Paraguaya de Sociología (Paraguayan Journal of Sociology) and Estudios Paraguayos (Paraguayan Studies). These were the means through which the first sociological articles appeared and currently remain principal channels of knowledge in the field. The objective of this essay is to describe national sociological academic production by analyzing the last five issues of both publications. The classification of topics, methodologies, approaches, use of bibliographies, and types of articles was carried out using hand-coded qualitative text analysis.

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Wright, James D. "The Founding Fathers of Sociology: Francis Galton, Adolphe Quetelet, and Charles Booth: Or What Do People You Probably Never Heard of Have to Do with the Foundations of Sociology?" Journal of Applied Social Science 3, n.º 2 (septiembre de 2009): 63–72. http://dx.doi.org/10.1177/193672440900300206.

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The theme of the 2008 meeting of the Association for Applied and Clinical Sociology was “Engaging Sociology: Applied Sociology's Past, Present, and Promise.” The theme suggests that applied sociology has a past that is different from the parent discipline of sociology, and given how the history of sociology has come to be taught and remembered, that is an understandable suggestion. The argument of this paper, however, is that the discipline of sociology itself—as it is actually practiced today—originated mainly in applied work, in the work of nineteenth century social reformers whose contributions to the field have been largely forgotten, people such as Francis Galton, Adolphe Quetelet, and Charles Booth. These, I argue, are the Founding Fathers of the discipline as I have practiced it for the past thirty-five years.

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42

Pocar, Valerio. "Presentazione. Riflettendo sul ruolo della sociologia del diritto". SOCIOLOGIA DEL DIRITTO, n.º 3 (febrero de 2012): 65–73. http://dx.doi.org/10.3280/sd2011-003003.

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Presentando i saggi del dossier "Il lavoro e le regole: quale futuro oltre la crisi", l'autore si sofferma a riflettere sulla natura interdisciplinare della sociologia del diritto e sul suo ruolo in relazione alla scienza giuridica. Valerio Pocar, Presentation. Some remarks about the role of sociology of law [Interdisciplinarity - The role of sociology of law - Sociology of law v. legal science] Presenting the essays in the collection about "Work and rules: what future awaits us after the crisis?", the author dwells on the interdisciplinary nature of sociology of law and its role in relation to legal science.

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Albański, Łukasz. "Socjologia dzieciństwa: dyskusja nad pozycją dziecka w socjologii". Studia Edukacyjne, n.º 46 (19 de enero de 2020): 73–88. http://dx.doi.org/10.14746/se.2017.46.6.

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This article addresses the issue of constructing childhood sociologically. Classical sociology focused on the transformation of children into reliable adult social actors, namely on the process of socialization. In contrast, the sociology of childhood, as a relatively young branch of the discipline, is sensitive to the place of children in society. Therefore, the sociology of childhood explores the very idea of the child rather than treats the child as a being with a relatively determined trajectory. The article presents sociology’s conceptual base and its different approaches to the child. In particular, the central concepts of the childhood sociology are outlined and critically discussed.

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Defrance, Jacques. "The Anthropological Sociology of Pierre Bourdieu: Genesis, Concepts, Relevance". Sociology of Sport Journal 12, n.º 2 (junio de 1995): 121–31. http://dx.doi.org/10.1123/ssj.12.2.121.

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The works of Pierre Bourdieu contribute to the establishment of a true sociology of culture and open prospects for the sociology of sport. A review of the genesis of this sociology shows that it has been constructed through breaks with French sociology’s way of approaching culture in the 1960s. The presentation of some of Bourdieu’s concepts is intended to show how they illuminate the social coherence of cultural behaviors and how the latter fit together. Finally, the paper emphasizes the relevance of such cultural analyses for those who study the social uses of the body, sport culture, or physical education.

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Landini, Tatiana Savoia. "NORBERT ELIAS AND FIGURATIONAL SOCIOLOGY: INTERVIEW WITH STEPHEN MENNELL". Sociologia & Antropologia 12, n.º 1 (abril de 2022): 13–50. http://dx.doi.org/10.1590/2238-38752022v1211.

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Abstract This is an interview with Stephen Mennell and a set of texts related to Norbert Elias’s figurational sociology that make up the current volume of Sociologia & Antropologia. Mennell provides readers with a review of figurational sociology, as well as its reception and diffusion. More specifically, he reflects upon Elias’s legacies for sociology and his movement away from philosophy; the publication of the collected works of Norbert Elias; authors who influenced Elias; the importance of the sociology of knowledge and the sciences in the body of Elias’s work; the understanding of the concepts of civilising and decivilising processes, and functional democratisation and de-democratisation; resemblances and differentiations between Elias and Bourdieu; concluding with some reflections on the book The American Civilizing Process, published by Mennell in 2007, and on the use of figurational sociology for the study of current political issues.

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Ricchini, Alice y Tommaso Cavallaro. "Scritti editi e inediti di Achille Ardigň relativi alla sociologia della salute". SALUTE E SOCIETÀ, n.º 2 (septiembre de 2009): 209–16. http://dx.doi.org/10.3280/ses2009-su2021.

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- The authors present the result of a deep research of the sources and documents about Achille Ardigň's unpublished and published writings in sociology of health.Key words: Achille Ardigň, documents, unpublisched writings, published writings, bibliography, sociology of health .Parole chiave: Achille Ardigň, documenti, scritti inediti, scritti editi, Bibliografia, sociologia della salute.

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Rodrigues, Joselinda Maria y Francisco Gilson Rebouças Porto Junior. "ENSINO E FORMAÇÃO EM JORNALISMO: POR QUE INSISTIR NO ENSINO DE SOCIOLOGIA?" Aturá - Revista Pan-Amazônica de Comunicação 3, n.º 3 (1 de septiembre de 2019): 146–64. http://dx.doi.org/10.20873/uft.2526-8031.2019v3n3p146.

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O ensino de sociologia nos cursos de comunicação e jornalismo tem sido criticado, removido e perde espaço nos espaços formativos. Nesse cenário, a pesquisa qualitativa e documental, base desse artigo, sobre o ensino de sociologia, aconteceu entre 10 docentes, 05 de universidades brasileiras e 05 de universidades portuguesa. Procedeu do exame dos projetos pedagógicos dos cursos de comunicação e jornalismo de 02 universidades brasileiras e 05 universidades portuguesas; da pesquisa dos programas da disciplina sociologia para verificar se o enfoque que é dado nos três campos das ciências sociais se devia a especificidades das próprias universidades e se sofriam interferências internas e externas, e da verificação da metodologia de ensino da sociologia cruzando as bibliografias utilizadas, antes e depois das novas Diretrizes Curriculares de Jornalismo (no Brasil) e do Processo de Bolonha (em Portugal), com o objetivo de entender as escolhas bibliográficas de autores clássicos e contemporâneos. Palavras-chave: Ensino. Sociologia. Comunicação. Jornalismo. ABSTRACT The teaching of sociology in the courses of communication and journalism has been criticized, removed and loses space in the training spaces. In this scenario, the qualitative and documentary research, the basis of this article, in the teaching of sociology, was carried out among 10 professors, 05 from Brazilian universities and 05 from Portuguese ones. Proceeded to examine the pedagogical projects of communication and journalism courses of 02 Brazilian universities and 05 Portuguese universities; of the research of the programs of the sociology discipline to verify if the approach that takes place in the three fields of the social sciences was due to the specificities of the universities themselves and if they suffered internal and external interferences and the verification of the methodology of teaching of sociology crossing the bibliographies used, before and after the new curriculum Journalism Guidelines (in Brazil) and the Bologna Process (in Portugal), in order to understand the options literature of classical and contemporary authors. Keywords: Teaching. Sociology. Communication. Journalism.

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Marques, Renato y Billy Graeff. "Análise temática reflexiva: interpretações e experiências em educação, sociologia, educação física e esporte". MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 6, n.º 2 (11 de septiembre de 2022): 115–30. http://dx.doi.org/10.29181/2594-6463-2022-v6-n2-p115-130.

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Análise temática reflexiva: interpretações e experiências em educação, sociologia, educação física e esporte ResumoA Análise Temática (AT) tem recebido destaque como método de análise qualitativa em pesquisas sobre diversas áreas, como Educação, Sociologia, Educação Física e Esporte. A AT consiste em uma família de métodos ou abordagens com características semelhantes, mas com alguma elasticidade semântica e flexibilidade, com diferentes formas de análises. Os objetivos deste artigo foram: analisar e apresentar de forma didática o método Análise Temática Reflexiva (ATR), considerando as orientações de Virginia Braun e Victoria Clarke; compartilhar experiências de uso de tal método em estudos sobre Educação, Sociologia, Educação Física e Esporte, refletindo sobre dificuldades e êxitos vivenciados em tal processo. Considerando nossa leitura e interpretação dos trabalhos de Braun e Clarke, além de nossa experiência em pesquisa qualitativa com a utilização da ATR, procuramos criar uma forma didática, reflexiva e crítica de apresentar o método, assim como nossas experiências pessoais neste processo.Palavras-chave: Pesquisa Qualitativa. Análise Temática. Reflexividade. Codificação. Humanidades. Reflective thematic analysis: interpretations and experiences related to education, sociology, physical education and sport AbstractThematic Analysis (TA) has been highlighted as a qualitative analysis method in several research areas, as Education, Sociology, Physical Education and Sport. TA consists of a family of methods or approaches with similar characteristics, but with some semantic elasticity and flexibility, with different forms of analysis. The aims of this article were: to analyze and present in a didactic way the Reflective Thematic Analysis (RTA) method, considering the orientations from Virginia Braun and Victoria Clarke; to share experiences of using this method in studies on Education, Sociology, Physical Education and Sport, reflecting on the difficulties and outcomes experienced during this process. Considering our reading and interpretation of Braun and Clarke’s works, in addition to our experience in qualitative research using RTA, we sought to create a didactic, reflective and critical way of presenting the method, as well as some of our personal experiences in this process.Keywords: Qualitative Research. Thematic Analysis. Reflexivity. Codification. Humanities. Análisis temática reflexiva: interpretaciones y experiencias en educación, sociología, educación física y deporte ResumenLa Análisis Temática (AT) ha sido destacada como método de análisis cualitativo en diferentes áreas, como Educación, Sociología, Educación Física y Deporte. La AT consiste en un grupo de métodos o enfoques con características similares, pero con cierta flexibilidad y elasticidad semántica, con diferentes formas de análisis. Los objetivos de este artigo fueron: analizar y presentar de manera didáctica el método de Análisis Temática Reflexiva (ATR), considerando las orientaciones de Virginia Braun y Victoria Clarke; compartir experiencias de uso de este método en estudios sobre Educación, Sociología, Educación Física y Deporte, reflexionando sobre las dificultades y éxitos experimentados en este proceso. Considerando nuestra lectura e interpretación de los trabajos de Braun y Clarke, además de nuestra experiencia en investigación cualitativa utilizando ATR, buscamos crear una forma didáctica, reflexiva y crítica de presentar el método, así como algunas de nuestras experiencias personales en este proceso.Palabras clave: Investigación Cualitativa. Análisis Temática. Reflexividad. Codificación. Humanidades.

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Giordano, Verónica. "La crítica como proyecto intelectual. Hilvanes continuistas del pensamiento social latinoamericano". Revista Temas Sociológicos, n.º 21 (2 de abril de 2018): 27. http://dx.doi.org/10.29344/07194145.21.1095.

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La década del noventa significó un grave retroceso para la tradición de pensamiento crítico en América Latina. El colonialismo intelectual degradó esa valiosa cualidad que había distinguido a nuestras ciencias sociales en los años sesenta y setenta: pensar críticamente desde América Latina y para América Latina. La interdisciplinariedad y la historicidad fueron reemplazadas por una reclusión en el núcleo duro de saberes específicos, los cuales prescindieron de toda referencia temporal en nombre de la objetividad. Concomitantemente, se multiplicaron las citas de autoridad de pensadores foráneos que, en general, desconocían los problemas específicos de nuestra región. En años recientes la crítica, como característica indispensable para una ciencia propia, se había revalorizado de la mano de proyectos políticos que afirmaban la soberanía nacional, en consonancia con la autonomía intelectual. Pero el giro a la derecha que se está produciendo en el mundo y en la región en la actual coyuntura está provocando un grave embate a la capacidad crítica. Este artículo propone pensar la sociología crítica latinoamericana como sociología histórica desde la perspectiva de la hibridación de disciplinas, para luego trazar una genealogía de pensamiento crítico que se perfila como proyecto intelectual de transformación social. Palabras clave: sociología latinoamericana, sociología histórica, pensamiento latinoamericano, pensamiento crítico. The critical as an intellectual project. A continued thread of Latin American social thinkingAbstract The decade of 1990’s represented a sharp setback for the critical thinking tradition in Latin America. Intellectual colonialism undermined that valuable quality that had distinguished our social sciences in the 1960s and 1970s: to think critically from Latin America and for Latin America. Inter disciplines and historicity were replaced by a reclusion in the hard core of specific knowledge, which managed without temporal references in the name of objectivity. Likewise, authority quotations were multiplied by foreign thinkers, who, in general, did not know the specific problems of our region. In recent years, criticism, as an essential characteristic for a science of its own, had been revalued by political projects affirming national sovereignty, in line with intellectual autonomy. But the shift to the right occurring in the world and in the region in the current conjuncture is generating a serious conflict with the critical capacity. This article proposes to think of the critical Latin American sociology as historical sociology from the perspective of hybridization of disciplines, in order to trace a genealogy of critical thinking that emerges as an intellectual project for social transformation. Keywords: Latin American sociology, historical sociology, Latin American thinking, critical thinking.A crítica como projeto intelectual. Hilvanes continuistas do pensamento social latino-americano ResumoA década do 90 representou um grave revés para a tradição do pensamento crítico na América Latina. O colonialismo intelectual degradou essa qualidade valiosa que distinguiu nossas ciências sociais nos anos sessenta e setenta: pensar criticamente desde América Latina e para América Latina. A interdisciplinaridade e a historicidade foram substituídas por uma reclusão no núcleo duro do conhecimento específico, os quais dispensaram de toda referência temporal em nome da objetividade. Concomitantemente, multiplicaram-se as citações de autoria de pensadores estrangeiros, o que, em geral, desconheciam os problemas específicos da nossa região. Nos últimos anos, a crítica, como característica indispensável para uma ciência própria, foi revalorizada da mão de projetos políticos que afirmavam a soberania nacional, de acordo com a autonomia intelectual. Mas o giro para a direita que está ocorrendo no mundo e na região na atual conjuntura está provocando um grave conflito com a capacidade crítica. Este artigo propõe pensar a sociologia latino-americana crítica como sociologia histórica desde a perspectiva da hibridização de disciplinas, a fim de traçar uma genealogia de pensamento crítico que emerge como projeto intelectual de transformação social. Palavras-chave: sociologia latino-americana, sociologia histórica, pensamento latino-americano, pensamento crítico.

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50

Giordano, Verónica. "La crítica como proyecto intelectual. Hilvanes continuistas del pensamiento social latinoamericano". Revista Temas Sociológicos, n.º 21 (29 de noviembre de 2017): 27. http://dx.doi.org/10.29344/07196458.21.1046.

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La década del noventa significó un grave retroceso para la tradición de pensamiento crítico en América Latina. El colonialismo intelectual degradó esa valiosa cualidad que había distinguido a nuestras ciencias sociales en los años sesenta y setenta: pensar críticamente desde América Latina y para América Latina. La interdisciplinariedad y la historicidad fueron reemplazadas por una reclusión en el núcleo duro de saberes específicos, los cuales prescindieron de toda referencia temporal en nombre de la objetividad. Concomitantemente, se multiplicaron las citas de autoridad de pensadores foráneos que, en general, desconocían los problemas específicos de nuestra región. En años recientes la crítica, como característica indispensable para una ciencia propia, se había revalorizado de la mano de proyectos políticos que afirmaban la soberanía nacional, en consonancia con la autonomía intelectual. Pero el giro a la derecha que se está produciendo en el mundo y en la región en la actual coyuntura está provocando un grave embate a la capacidad crítica. Este artículo propone pensar la sociología crítica latinoamericana como sociología histórica desde la perspectiva de la hibridación de disciplinas, para luego trazar una genealogía de pensamiento crítico que se perfila como proyecto intelectual de transformación social. Palabras clave: sociología latinoamericana, sociología histórica, pensamiento latinoamericano, pensamiento crítico. The critical as an intellectual project. A continued thread of Latin American social thinking Abstract The decade of 1990’s represented a sharp setback for the critical thinking tradition in Latin America. Intellectual colonialism undermined that valuable quality that had distinguished our social sciences in the 1960s and 1970s: to think critically from Latin America and for Latin America. Inter disciplines and historicity were replaced by a reclusion in the hard core of specific knowledge, which managed without temporal references in the name of objectivity. Likewise, authority quotations were multiplied by foreign thinkers, who, in general, did not know the specific problems of our region. In recent years, criticism, as an essential characteristic for a science of its own, had been revalued by political projects affirming national sovereignty, in line with intellectual autonomy. But the shift to the right occurring in the world and in the region in the current conjuncture is generating a serious conflict with the critical capacity. This article proposes to think of the critical Latin American sociology as historical sociology from the perspective of hybridization of disciplines, in order to trace a genealogy of critical thinking that emerges as an intellectual project for social transformation. Keywords: Latin American sociology, historical sociology, Latin American thinking, critical thinking. A crítica como projeto intelectual. Hilvanes continuistas do pensamento social latino-americano Resumo A década do 90 representou um grave revés para a tradição do pensamento crítico na América Latina. O colonialismo intelectual degradou essa qualidade valiosa que distinguiu nossas ciências sociais nos anos sessenta e setenta: pensar criticamente desde América Latina e para América Latina. A interdisciplinaridade e a historicidade foram substituídas por uma reclusão no núcleo duro do conhecimento específico, os quais dispensaram de toda referência temporal em nome da objetividade. Concomitantemente, multiplicaram-se as citações de autoria de pensadores estrangeiros, o que, em geral, desconheciam os problemas específicos da nossa região. Nos últimos anos, a crítica, como característica indispensável para uma ciência própria, foi revalorizada da mão de projetos políticos que afirmavam a soberania nacional, de acordo com a autonomia intelectual. Mas o giro para a direita que está ocorrendo no mundo e na região na atual conjuntura está provocando um grave conflito com a capacidade crítica. Este artigo propõe pensar a sociologia latino-americana crítica como sociologia histórica desde a perspectiva da hibridização de disciplinas, a fim de traçar uma genealogia de pensamento crítico que emerge como projeto intelectual de transformação social. Palavras-chave: sociologia latino-americana, sociologia histórica, pensamento latino-americano, pensamento crítico.

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