Mafalda na aula de História: a crítica aos elementos característicos da sociedade burguesa e a construção coletiva de sentidos contra-hegemônicos

Abstract

From the critical reading of Mafalda, of argentine cartoon writer Quino, and based on Gramsci s concept of hegemony, above all in the notion of counter-hegemony, we have tried to analyze the possibilities of constructing collective counter-hegemony senses in teaching History starting with critical eye upon characteristics of the bourgeois society ( democracy , individualism, consumption incentive, private property, naturalization of differences, competition, among others). Gramsci s contributions to Education, as a dialectic link between pedagogic and hegemony relations, his conception of school as an outstanding private instrument of hegemony, besides reflections on intellectuals and their pedagogic influence on the construction/diffusion/legitimation of agreements are fundamental pillars of the analysis. The main effort of the research has been to identify in what extent the teachers, conscious of their class connections and committed to the dominated ones, may act as intellectual educators of these classes, on the school bounds, becoming a barrier under Gramsci concept of position war against bourgeois hegemony. In methodological terms we have chosen fifteen Mafalda s strips (divided in eleven themes, identified as characteristic features of bourgeois society) which are part of Toda Mafalda (2002), aiming to reinforce the reflections herein delineated. Obviously, every construction is ideological and there aren t neutral choices. The chosen cartoons, far from synthesizeing the argentine artist view over bourgeoisie, supply the focus of this work.