Eduardo Vianna
Biographic Data
| ID | 208984 |
|---|---|
| NAME | Eduardo Vianna |
| GIVEN NAMES | Eduardo |
| FAMILY NAME | Vianna |
| SIGNATURE | VIANNA E |
| AFFILIATIONS | LaGuardia Community College |
| ORCID | 0000-0002-0693-1346 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Reconceptualization as a Tool of Critical Practice
Research as praxis
Activist research in the global quest for social justice
A cooptação neocolonial da agência por meio da patologização da pobreza, da diversidade e da desigualdade nos EUA e como enfrentá-la com uma educação ativista transformadora
Este trabalho aborda a relação entre a patologização dos(as) estudantes oriundos(as) da classe trabalhadora, de imigrantes e de minorias étnico-raciais nos Estados Unidos e a cooptação da agência dessa população historicamente explorada e submetida a opressões sociais e educacionais. Para isso, utilizamos a concepção de agência desde o Posicionamento Ativista Transformador (Transformative Activist Stance - TAS), desenvolvido por Stetsenko (2017),…
Prefigurative Brazilian ativismo through the lens of the transformative activist stance
During three months in 2015, in São Paulo, Brazil, public high school students carried out an unprecedentedly successful protest that forced the state governor to abandon plans to merge schools, which would have resulted in overcrowding and reducing their number. Working collectively via social media coordination without direct ties to institutions, students occupied hundreds of schools, reflecting recent trends in social movements characterized …
Turning Resistance into Passion for Knowledge with the Tools of Agency
We discuss implementing critical-theoretical pedagogy within a collaborative transformative project in a foster care program in the U.S. to showcase the activist role of the educator in providing tools of agency for youth struggling against oppression. This project aimed at enhancing and spurring the residents' (adolescent boys') agency through collaborative learning activities. The cornerstone was to explore the ethical-political dimensions of k…
Connecting Learning and Identity Development through a Transformative Activist Stance
This paper addresses the relationship between identity and learning and how their integration in adolescence is an important part of short- and long-term developmental dynamics. We discuss how social practice theories can be expanded from a position termed ‘transformative activist stance’ that puts emphasis on collaborative practice aimed at changing the world and enacted by individual activist contributions as the grounding for both identity and…
Embracing History through Transforming It
This paper contrasts the notions of learning, teaching and development as these are conceptualized in two versions of constructivism: the socio-interactional one (in which Piagetian and Vygotskian insights are often merged) versus the one founded by Vygotsky and expanded in activity theory (especially by Galperin and Davydov). We reveal a broad conceptual commonality that makes these frameworks compatible at one level, but draw profound contrasts…
Negotiating Partnerships in Research on Poverty With Community‐Based Agencies
This article argues that researchers must negotiate true partnerships with poor women, maintain mutual support systems, and build mutual respect, if they are to have success in challenging poverty through research. The experience of establishing partnerships with community‐based agencies is discussed and the rationale for including poor women in partnerships is considered in terms of the benefits and the challenges for researchers. Among the crit…
Turning Resistance into Passion for Knowledge with the Tools of Agency
We discuss implementing critical-theoretical pedagogy within a collaborative transformative project in a foster care program in the U.S. to showcase the activist role of the educator in providing tools of agency for youth struggling against oppression. This project aimed at enhancing and spurring the residents' (adolescent boys') agency through collaborative learning activities. The cornerstone was to explore the ethical-political dimensions of k…
Negotiating Partnerships in Research on Poverty With Community‐Based Agencies
This article argues that researchers must negotiate true partnerships with poor women, maintain mutual support systems, and build mutual respect, if they are to have success in challenging poverty through research. The experience of establishing partnerships with community‐based agencies is discussed and the rationale for including poor women in partnerships is considered in terms of the benefits and the challenges for researchers. Among the crit…
Negotiating Partnerships in Research on Poverty With Community‐Based Agencies
This article argues that researchers must negotiate true partnerships with poor women, maintain mutual support systems, and build mutual respect, if they are to have success in challenging poverty through research. The experience of establishing partnerships with community‐based agencies is discussed and the rationale for including poor women in partnerships is considered in terms of the benefits and the challenges for researchers. Among the crit…
Embracing History through Transforming It
This paper contrasts the notions of learning, teaching and development as these are conceptualized in two versions of constructivism: the socio-interactional one (in which Piagetian and Vygotskian insights are often merged) versus the one founded by Vygotsky and expanded in activity theory (especially by Galperin and Davydov). We reveal a broad conceptual commonality that makes these frameworks compatible at one level, but draw profound contrasts…
Connecting Learning and Identity Development through a Transformative Activist Stance
This paper addresses the relationship between identity and learning and how their integration in adolescence is an important part of short- and long-term developmental dynamics. We discuss how social practice theories can be expanded from a position termed ‘transformative activist stance’ that puts emphasis on collaborative practice aimed at changing the world and enacted by individual activist contributions as the grounding for both identity and…
Turning Resistance into Passion for Knowledge with the Tools of Agency
We discuss implementing critical-theoretical pedagogy within a collaborative transformative project in a foster care program in the U.S. to showcase the activist role of the educator in providing tools of agency for youth struggling against oppression. This project aimed at enhancing and spurring the residents' (adolescent boys') agency through collaborative learning activities. The cornerstone was to explore the ethical-political dimensions of k…
Prefigurative Brazilian ativismo through the lens of the transformative activist stance
During three months in 2015, in São Paulo, Brazil, public high school students carried out an unprecedentedly successful protest that forced the state governor to abandon plans to merge schools, which would have resulted in overcrowding and reducing their number. Working collectively via social media coordination without direct ties to institutions, students occupied hundreds of schools, reflecting recent trends in social movements characterized …
Activist research in the global quest for social justice
A cooptação neocolonial da agência por meio da patologização da pobreza, da diversidade e da desigualdade nos EUA e como enfrentá-la com uma educação ativista transformadora
Este trabalho aborda a relação entre a patologização dos(as) estudantes oriundos(as) da classe trabalhadora, de imigrantes e de minorias étnico-raciais nos Estados Unidos e a cooptação da agência dessa população historicamente explorada e submetida a opressões sociais e educacionais. Para isso, utilizamos a concepção de agência desde o Posicionamento Ativista Transformador (Transformative Activist Stance - TAS), desenvolvido por Stetsenko (2017),…
Research as praxis
Reconceptualization as a Tool of Critical Practice
Political science (7 works) · Sociology (6 works) · Epistemology (4 works) · Innovative Education and Learning Practices (4 works) · Law (4 works) · Pedagogy (4 works) · Philosophy (3 works) · Politics (3 works) · Psychology (3 works) · Social science (3 works)