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@article{Appropriations of Gramscian concepts and categories in dissertations on education policies_2026, volume={11}, url={https://revistas.uepg.br/index.php/retepe/article/view/25772}, DOI={10.5212/retepe.v.11.25772.007}, abstractNote={
This article aims to investigate the theoretical and methodological appropriation of Antonio Gramsci’s thought in doctoral dissertations linked to the field of Education Policies within Graduate Programs in Education in Brazil, covering the period from 2016 to 2020. The study highlights that the theoretical approach adopted in these studies is grounded in historical-dialectical materialism, a fundamental method for understanding social and political dynamics from a Gramscian perspective. Initially, a section was developed to address ethical issues in research, discussing aspects related to integrity, rigor, and methodological care in the analysis of the dissertations, as well as reflecting on Gramsci’s categories and concepts. Subsequently, an analysis of Gramscian categories is carried out, including quantitative data on the frequency of the categories and concepts used in the theses, as well as an examination of the categories hegemony, intellectuals, philosophy of praxis, State, and civil society. Finally, the analysis reveals the predominance of a critical reading of the writings of Antonio Gramsci (1891–1937), aimed at problematizing hegemonic policies and social contradictions. However, limitations in the appropriation of Gramsci’s thought were also identified, suggesting the importance of a dialectical and critical reading to strengthen the emancipatory orientation of the research. Keywords: Gramsci. Education Policies. Doctoral dissertations.
}, journal={Revista de Estudios Teóricos y Epistemológicos en Política Educativa}, year={2026}, month={Feb.}, pages={1–16} }