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O uso das ferramentas sociológicas de Pierre Bourdieu para a pesquisa da História Intelectual da Educação
| Content Provider | Semantic Scholar |
|---|---|
| Author | Silva, João Paulo Souza |
| Copyright Year | 2015 |
| Abstract | O artigo pretende apresentar a teoria praxiologica de Bourdieu, que associa campo, habitus e capital, resultando numa determinada pratica e que propoe uma analise do mundo social que rompe com a abordagem da fenomenologia e do objetivismo, como ferramenta heuristica para estudos na seara de trajetorias na Historia Intelectual da Educacao. Nos estudos que tratam de trajetorias, o habitus se torna uma categoria de analise fundamental, ao se referir nao so ao individuo, mas tambem a um grupo ou a uma classe que o representa. A nocao de campo suporta o de habitus e constitui-se noutra ferramenta importante. No campo ha a distribuicao de um capital especifico (economico, social-cultural ou simbolico) que determina a posicao do agente. Entende-se por campo o espaco social de relacoes no qual sao estabelecidos/impostos os criterios de nomeacao, de classificacao e de distincao social. Dessa forma, os agentes do campo orientam suas estrategias investindo em praticas que possam contribuir para o acumulo de um determinado capital. Assim busca-se tornar compreensivel uma existencia singular, mais que a construcao de exemplaridades destinadas a encarnar verdades. A pesquisa de intelectuais, portanto, nao e a narrativa de um percurso individual estudado por si mesmo, mas um questionamento sobre o que tornou possivel e pensavel a trajetoria em analise num dado contexto que e necessario reconstruir. Palavras-chave : Historia da Educacao. Intelectuais. Bourdieu THE USE OF PIERRE BOURDIEU’S SOCIOLOGICAL TOOLS FOR THE STUDY OF THE INTELLECTUAL HISTORY OF EDUCATION Abstract : The article aims to present Bourdieu’s praxeological theory, which associates field, habitus and capital, resulting in a certain practice and that proposes an analysis of the social world that breaks from the phenomenology and objectivism approach, as a heuristic tool for studies within the realm of trajectories in the Intellectual History of Education. In studies dealing with trajectories, the habitus becomes an essential category of analysis, by referring not only to the individual, but also to a group or a class that represents him/her. The notion of field supports the notion of habitus and constitutes another important tool. Within the field there is the distribution of a specific capital (economic, social-cultural or symbolic) that determines the agent’s position. The field is understood as the social space for relationships where the nomination, classification and social distinction criteria are established and/or imposed. Thus, the field agents guide their strategies investing in practices that may contribute to the accumulation of a certain capital. Thus, we seek to make a singular existence understandable, more than the construction of examples to embody truths. The study of intellectuals therefore, is not the narrative of an individual path studied per se, but a questioning about what has made the trajectory under analysis possible and thinkable in a given context that must be rebuilt. Keywords : History of Education; Intellectuals; Bourdieu |
| Starting Page | 41 |
| Ending Page | 51 |
| Page Count | 11 |
| File Format | PDF HTM / HTML |
| Volume Number | 7 |
| Alternate Webpage(s) | http://periodicos.unisantos.br/index.php/pesquiseduca/article/download/374/pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
