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Copyright of Sociologia & Antropologia is the property of Sociologia & Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia & Antropologia is the property of Sociologia & Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Current paper rethinks the history of Sociology as a school discipline, by reconstituting its trajectory marked by absences and presences in the school curriculum, and by reflecting on the reasons for its intermittence, with other arguments as yet not developed by researchers in this field. Research has been developed in two parts: a) the first part analyzed the presence of Sociology in the curriculum of the first half of the twentieth century, investigating the process of its introduction and withdrawal; b) the second part focuses on the process of its gradual reintroduction in basic education through an analysis of the meanings attributed to it and to institutional progress and impasses that marked its advance. [ABSTRACT FROM AUTHOR]

Copyright of Dados - Revista de Ciências Sociais is the property of DADOS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper I deal with the role of analogical reasoning in the thought of Georg Simmel (1858-1918), one of the founders of German sociology. My main goal here is to grasp the relations between analogy-making as a cognitive resource and the style of thought to which Simmel clings. As a first step towards this, I gather the fragments of the history of the concept of analogy that I consider to be the most relevant to Simmel’s reception of it. After that, I put forward a synoptic survey of the instances of analogy that can be identified in those of his works deemed to be the most influential to sociology, viz., his Philosophie des Geldes (1900) and his Soziologie (1908). Finally, I face the question regarding how Simmel handled his analogies as he set out to articulate such intellectual undertakings – aiming to lay bare the connections between this resource and the cognitive ideal of plasticity, conceived as a pervasive guiding principle of Simmel’s sociological and philosophical thought.