A reprodução de Bourdieu e Passeron muda a visão do mundo educacional
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Tipo
Seção Temática
Classficação
Nível teórico
Data
2022
Autores
Título do Períodico
Educação e Pesquisa
ISSN
1678-4634
Página(s)/e-location
e244296
Idioma(s)
pt, en
Fonte
Fonte
São Paulo, SP
48
48
Coleções
Resumo
Passado meio século, A reprodução: elementos para uma teoria do sistema de ensino, de Pierre Bourdieu e Jean-Claude Passeron, publicada na França em 1970 e no Brasil em 1975, continua sendo uma referência incontornável à pesquisa em sociologia da educação em razão das questões que discute e das categorias teórico-metodológicas que mobiliza para a reflexão crítica das políticas educacionais. Produzida num outro momento histórico e num outro contexto político e educacional, esta obra tem se constituído em referência fundamental aos estudos sobre os sistemas de ensino, ao pôr em xeque a promessa de democratização da educação e a meritocracia escolar. Situar o lugar que a obra ocupa no movimento de circulação de ideias educacionais, notadamente a que ocorre entre a França e o Brasil, é o objetivo deste artigo. Parte-se do pressuposto que as concepções de dominação e reprodução dão sustentação à obra. Assim, para compreender essa complexa e polêmica teoria, que renovou o modus operandi sociológico, faz-se necessário estabelecer uma relação estreita entre as duas concepções, seja em relação à eleição das lentes interpretativas, seja no que concerne à mobilização dos recursos metodológicos e das fontes empíricas. À luz dessa perspectiva, serão apreciadas algumas dimensões que levam a considerá-la como uma obra clássica. Num primeiro momento, serão apresentadas as reflexões gerais da obra|| em seguida, serão destacados os indicadores políticos e educacionais que marcaram sua concepção e introdução no Brasil|| e, por fim, serão discutidos os aspectos de sua recepção em terras brasileiras, com ênfase para sua contribuição à pesquisa educacional.
After half a century, Pierre Bourdieu, and Jean-Claude Passeron’s The Reproduction: Elements for a Theory of the Educational System, published in France in 1970 and in Brazil in 1975, continues to be an essential reference for research in the sociology of education because of the issues it discusses and the theoretical and methodological categories it mobilizes for a critical reflection on educational policies. Produced in another historical moment and in another political and educational context, this work has become a fundamental reference for studies about educational systems, by putting into question the promise of democratization of education and school meritocracy. The aim of this article is to situate the place that Reproduction occupies in the circulation of educational ideas, especially between France and Brazil. It is assumed that the conceptions of domination and reproduction sustain the work. Thus, to understand this complex and controversial theory, which renewed the sociological modus operandi, it is necessary to establish a close relationship between the two conceptions, whether in relation to the election of interpretative lenses, or in relation to the mobilization of methodological resources and empirical sources. In the light of this perspective, some dimensions that lead to consider it as a classic work will be appreciated. First, the general reflections of the work will be presented|| then, the political and educational indicators that marked its conception and introduction in Brazil will be highlighted|| and, finally, the aspects of its reception in Brazilian lands will be discussed, with emphasis on its contribution to educational research.
After half a century, Pierre Bourdieu, and Jean-Claude Passeron’s The Reproduction: Elements for a Theory of the Educational System, published in France in 1970 and in Brazil in 1975, continues to be an essential reference for research in the sociology of education because of the issues it discusses and the theoretical and methodological categories it mobilizes for a critical reflection on educational policies. Produced in another historical moment and in another political and educational context, this work has become a fundamental reference for studies about educational systems, by putting into question the promise of democratization of education and school meritocracy. The aim of this article is to situate the place that Reproduction occupies in the circulation of educational ideas, especially between France and Brazil. It is assumed that the conceptions of domination and reproduction sustain the work. Thus, to understand this complex and controversial theory, which renewed the sociological modus operandi, it is necessary to establish a close relationship between the two conceptions, whether in relation to the election of interpretative lenses, or in relation to the mobilization of methodological resources and empirical sources. In the light of this perspective, some dimensions that lead to consider it as a classic work will be appreciated. First, the general reflections of the work will be presented|| then, the political and educational indicators that marked its conception and introduction in Brazil will be highlighted|| and, finally, the aspects of its reception in Brazilian lands will be discussed, with emphasis on its contribution to educational research.
Descrição
Palavras-chave
A reprodução, Bourdieu e Passeron, Violência simbólica, Pesquisa em educação, Reproduction, Bourdieu and Passeron, Symbolic violence, Research in education
Citação
VALLE, Ione Ribeiro. A reprodução de Bourdieu e Passeron muda a visão do mundo educacional. Educação e Pesquisa, São Paulo, SP, v. 48, p. e244296. 2022. https://doi.org/10.1590/S1678-4634202248244296. Disponível em: https://www.scielo.br/j/ep/a/hMZqk7tS7JMvRcTt3nhK47y/?lang=pt. Acesso em: 2023-09-26