The Catharsis in the Gramscian Concept and Its Implications for Special Education

This paper aims to reflect on the Gramscian concept of catharsis and its implications for the field of Special Education. For this purpose, it initially presents general considerations about the writings of Antônio Gramsci (1891-1937) and then exposes the main concepts of this author interpreted and incorporated by the area of Special Education in Brazil. This study also examines the incorporation of the Gramscian conceptualization of catharsis by the didactic method of historical-critical pedagogy. Finally, some problematic aspects of some attempts to use the notion of catharsis in pedagogical proposals in the area of Special Education are analyzed. This is because, although this movement on the part of educators and researchers in Special Education in Brazil is necessary and commendable, it is important not to lose sight of the fact that, in the context of educational practice, working with the historical-critical pedagogy method requires readings and re-readings of the classics of this pedagogical theory and its theoretical-methodological foundation

Catharsis · Conceptualization · Context (archaeology) · Criticism · Field (mathematics) · Special education · Education Pedagogy and Practices · Latin American social science · Linguistics and Language Studies