Bourdieu e a pesquisa educacional:
ferramentas de pensamento, pensamento relacional, para além da inocência epistemológica
DOI:
https://doi.org/10.28998/lte.2023.n.2.16116Palavras-chave:
Pierre Bourdieu, Educação, Teoria, MetodologiaResumo
Este artigo aborda, por meio de uma revisão de literatura, a obra teórica de Pierre Bourdieu e seu impacto na pesquisa em educação. Exploram-se várias maneiras pelas quais o trabalho de Bourdieu se relaciona com a pesquisa educacional, com ênfase em sua relevância para pesquisadores na área. Além disso, é examinada a adaptação da obra de Bourdieu em diferentes contextos nacionais e históricos, levando em consideração como aspectos específicos de sua teoria podem ser aplicados em pesquisas educacionais locais e regionais. Três aspectos centrais do trabalho de Bourdieu são considerados. Primeiramente, há uma análise de sua pesquisa empírica em casos específicos, com foco na educação e sua contribuição para a compreensão da reprodução e mudança nas sociedades. Em segundo lugar, são investigados o desenvolvimento gradual de suas ferramentas conceituais ao longo de sua carreira. Por fim, são explorados os recursos teóricos desenvolvidos por Bourdieu, que moldaram abordagens metodológicas e epistemológicas na pesquisa do mundo social. Ressalta-se também a reflexividade na obra de Bourdieu, sua capacidade de revisitar e reinterpretar focos anteriores, e sua relevância para analisar o poder, especialmente seus aspectos simbólicos, contribuindo para a compreensão das dinâmicas de reprodução social e cultural na educação.
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