Bourdieu e a pesquisa educacional:
ferramentas de pensamento, pensamento relacional, para além da inocência epistemológica
DOI:
https://doi.org/10.28998/lte.2023.n.2.16116Keywords:
Pierre Bourdieu, Educação, Teoria, MetodologiaAbstract
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.
Downloads
References
BALL, Stephen J. (Org.). The RoutledegFalmer Reader in Sociology of Education. London: Routledge, 2004.
BATES, Richard J. Educational Administration, the Sociology of Science, and the Management of Knowledge. Educational Administration Quarterly, v. 16, n. 2, pp. 1-20, 1980.
BATES, Richard J. New developments in the New Sociology of Education. British Journal of Sociology of Education, v. 1, pp. 67-79, 1980.
BOURDIEU, Pierre. The Algerians, Boston: Beacon Press. [1958] 1962.
BOURDIEU, Pierre. Systems of education and systems of thought. In: YOUNG, Michael (Org.) Knowledge and Control. London: Collier Macmillan, 1971, pp. 189-207.
BOURDIEU, Pierre. Distinction. Cambridge, Mass.: Harvard University Press, 1984.
BOURDIEU, Pierre. ‘The forms of capital’. In: J. Richardson (Org.). Handbook of Theory and
Research for the Sociology of Education. Westport, CT: Greenwood. 1986.
BOURDIEU, Pierre. Homo Academicus. Cambridge: Polity Press, 1988.
BOURDIEU, Pierre. Sociology in Question. London: SAGE, 1993.
BOURDIEU, Pierre; PASSERON, Jean-Claude. Reproduction in Education, Society and Culture. London: Sage, [1970] 1977.
BOURDIEU, Pierre. The State Nobility: Elite Schools in the Field of Power. Cambridge: Polity Press, [1989] 1996a.
BOURDIEU, Pierre. The Logic of Practice. Stanford, CA: Stanford University Press, 1990.
BOURDIEU, Pierre. An Invitation to Reflexive Sociology. With Loic J.D. Wacquant. Chicago, 1992.
BOURDIEU, Pierre. Sociology in Question. London: SAGE, 1993.
BOURDIEU, Pierre. Acts of Resistance: Against the New Myths of our Time. Cambridge: Polity Press, 1998a.
BOURDIEU, Pierre. On Television and Journalism. London: Pluto Press. 1998b.
BOURDIEU, Pierre. Masculine Domination. Cambridge: Polity Press, 2001.
BOURDIEU, Pierre. Political Interventions Social Science and Political Action. London, Verso, [2002] 2008.
BOURDIEU, Pierre. Firing back: Against the tyranny of the market. London: Verso, 2003.
BOURDIEU, Pierre. Sketch for Self-Analysis. Cambridge: Polity Press, 2004.
BOURDIEU, Pierre. Introduction. In: A. Sayad. The Suffering of the Immigrant Cambridge, Polity Press, pp. 1-6, 2004.
BOURDIEU, Pierre. From the King’s House to the reason of State: A model of the genesis of the bureaucratic field. Constellations, v. 11, pp. 16-36. 2004a.
BOURDIEU, Pierre. Science of Science and Reflexivity. Chicago: The University of Chicago Press. 2004b.
BOURDIEU, Pierre. The political field, the social science field, and the journalistic field. In: R. Benson and E. Neveu (Orgs.). Bourdieu and the Journalistic Field. Cambridge, UK; Malden, Mass. USA: Polity Press, pp. 29-47, 2005a.
BOURDIEU, Pierre. The Social Structures of the Economy. Cambridge: Polity Press. 2005b.
BOURDIEU, Pierre. Political Interventions: Social Science and Political Action, Cambridge, Polity Press, 2008.
BOURDIEU, Pierre. A Sociologist in the World. In: G. Sapiro (Org.). Sociology is a Martial Art: Political Writings by Pierre Bourdieu. (pp.261-278) New York: The New Press, 2010.
Bourdieu, Pierre; WACQUANT, Loic. An Introduction to Reflexive Sociology. Chicago: University of Chicago Press. 1992.
BOURDIEU, Pierre; Et al. The Weight of the World Social Suffering in Contemporary Society. Cambridge: Polity Press. 1999.
BOURDIEU, Pierre; Chamberedon, Jean-Claude; PASSERON, Jean-Claude. The Craft of Sociology: Epistemological Preliminaries. Walter DeGruyter & Co.: Berlin. [1968] 1991.
BOWLES, Samuel; GINTIS, Herbert. Schooling in Capitalist America, New York: Routledge. 1976.
BRUBACKER, Rogers. Social Theory as habitus. In: C. Calhoun, E. LiPuma and M. Postone (Orgs.). Bourdieu: Critical Perspectives. Cambridge: Polity Press, 1993, pp. 212-234.
CONNELL, Raewyn. Which way is Up? Essays on class, sex and culture. Sydney: Allen & Unwin, 1983.
CONNELL, Raewyn; et al. Making the Difference: Schools, families and social divisions. Sydney: Allen & Unwin, 1982.
COULDRY, Nick. Media meta-capital: extending the range of Bourdieu’s field theory. Theory and Society, v. 32, pp. 653-677, 2003a.
COULDRY, Nick. Media, Symbolic Power and the Limits of Bourdieu’s Field Theory. London: MEDIA@ LSE Electronic Working Papers, 2003b.
GRENFELL, Michael. Pierre Bourdieu: Agent Provocateur. London: Continuum, 2004.
GRENFELL, Michael. (Org.). Bourdieu: Key Concepts. Stocksfield: Acumen, 2008.
GRENFELL, Michael. Postscript: methodological principles. In: Grenfell, M. (ed.) (2008) Bourdieu: Key Concepts, Stocksfield: Acumen, pp. 219-227, 2008.
GRENFELL, Michael. Being critical: the practical logic of Bourdieu’s metanioa. Critical Studies in Education, 51, 1: 85-99, 2010.
GUNTER, Helen; FORRESTER, Gillian. New Labour and the Logic of Practice in Educational Reform. Critical Studies in Education, v. 51, n. 1, pp. 55-69, 2010.
HARDY, Ian. Critiquing teacher professional development: teacher learning within the field of teachers’ work. Critical Studies in Education, v. 51, n. 1, pp. 71-84, 2010.
HEIMANS, Stephen. Coming to matter in practice: enacting education policy. Discourse: Studies in the Cultural Politics of Education, v. 33, n. 2, pp. 313- 326, 2011.
JENKINS, Richard. Pierre Bourdieu. London: Routledge, 2002.
KAUPPI, Niilo. Elements for a Structural Constructivist Theory of Politics and of European Integratio’. Centre for European Studies Working, Paper Series #104, Minda de Gunzburg Center for European Studies Harvard University, 2002.
KENWAY, J. Marking a difference to whom and to what? Australian Journal of Cultural Studies, v. 1, n. 2, pp. 212-221. 1983.
LANE, Jeremy F. Pierre Bourdieu: A Critical Introduction. London: Pluto Press. 2000.
LEWIN, K. Field theory and experiment in social psychology: concepts and methods. The American Journal of Sociology, v. 44, pp. 868-896, 1939.
LEWIN, Kurt. Topology and field theory. In: C. A. Murchinson (Org.) A Handbook of Child Psychology (segunda edição revisada). New York: Russell and Russell, 1993 [1933].
LINGARD, Bob; RAWOLLE, Shaun. Understanding quality and equity of schooling in Scotland: locating educational traditions globally. Education in the North: The Journal of Scottish education, v. 1, n. 17, pp. 1-17, 2009.
LINGARD, Bob; RAWOLLE, Shaun. Mediatizing educational policy: the journalistic field, science policy, and cross-field effects. Journal of Education Policy, v. 19, n. 3, pp. 361-380, 2004.
LINGARD, Bob; RAWOLLE, Shaun. Rescaling and reconstituting education policy’. In Simons, M. Olssen, M. and Peters, M. A. (Orgs.). Re-reading education policies: a handbook studying the policy agenda of the 21st century. Sense Publishers, Rotterdam, Netherlands, pp. 217-231, 2009.
LINGARD, Bob; RAWOLLE, Shaun. Globalization and the rescaling of education politics and policy: implications for comparative education. In: Larsen, Marianne A. (orgs.). New thinking in comparative education: honouring R. Cowen, Rotterdam, The Netherlands: Sense Publishers, 2010, pp. 33-52.
LINGARD, Bob; RAWOLLE, Shaun. New scalar politics: implications for education policy, Comparative Education, 47 (4), 489-502. 2011.
LINGARD, Bob; RAWOLLE, Shaun; TAYLOR, Sandra. (2005). Globalizing policy sociology in education: working with Bourdieu. Journal of Education Policy, v. 20, n. 6, 759-777, 2005.
MARGINSON, Simon. Global field and global imagining: Bourdieu and worldwide higher education. British Journal of Sociology of Education, v. 29, n. 3, pp. 303-315, 2010.
MARTIN, John Levi. What is field theory? American Journal of Sociology, 109, 1–49, p. 2003.
MATON, Karl. A question of autonomy: Bourdieu’s field approach and higher education policy. Journal of Education Policy, v. 20, pp. 687-704, 2005.
RAWOLLE, Shaun. Cross-field effects and temporary social fields: a case study of the mediatization of recent Australian knowledge economy policies. Journal of Education Policy, v. 20, n. 6, pp. 705-724, 2005.
RAWOLLE, Shaun. Policy, knowledge, education economics: creating policy pictures. Discourse: Studies in the Cultural Politics of Education, v. 30, n. 4, pp. 529-538, 2009.
RAWOLLE, Shaun. Practice chains of production and consumption: mediatized practices across social fields, Discourse: studies in the cultural politics of education, v. 31, n. 1, pp. 121-135. 2010.
RAWOLLE, Shaun. Understanding the mediatisation of educational policy as practice. Critical studies in Education, v. 51, n.1, pp. 21-39, 2010.
RAWOLLE, Shaun; LINGARD, Bob. The sociology of Pierre Bourdieu and researching education policy. Journal of Education Policy, v. 23, n. 6, pp. 729-741, 2008.
RAWOLLE, Shaun; LINGARD, Bob. The mediatization of the knowledge based economy: an Australian field based account. Communications: the European journal of communication research, v. 35, n. 3, pp. 269-286, 2010.
REED-DANAHAY, Deborah. Locating Bourdieu. Bloomington: Indiana University Press, 2005.
RIZVI, Fazal; LINGARD, Bob. Globalizing Education Policy. London: Routledge, 2010.
ROBBINS, Derek. The transcultural transferability of Bourdieu’s sociology of education. British Journal of Sociology of Education, v. 25, n. 4, pp. 415-430, 2004.
SANTORO, Marco. Putting Bourdieu in the Global Field: Introduction to the Symposium. Sociologica, v. 2-3, pp. 1-31, 2009.
SEARLE, John R.. The Construction of Social Reality. New York: Free Press. 1997.
TEESE, R. Review of Making the Difference. Thesis II, Nos. 5-6, pp. 328-331. vol. 20, no. 6, pp. 705-724, 1982.
THOMSON, Pat. Headteacher autonomy: a sketch of a Bourdieuian field analysis of position and practice. Critical Studies in Education, v. 51, n. 1, pp. 5-20, 2010.
THOMSON, Pat. Bringing Bourdieu to policy sociology: codification, misrecognition and exchange value in the UK context. Journal of Education Policy, v. 20, pp. 741-758, 2005.
WACQUANT, Loic. Bourdieu in America: Notes on the Transatlantic Importation of Social Theory’. In: C. Calhoun, E. LiPuma and M. Postone (orgs.). Bourdieu: Critical Perspectives. Cambridge: Polity Press, pp. 235-262, 1993.
WACQUANT, Loic. Pierre Bourdieu. In: Rob Stones (org.). Key Contemporary Thinkers. London and New York: Macmillan, 2006.
WARDE, Alan. Practice and Field: Revising Bourdieusian Concepts. CRIC Discussion Paper, 65, The University of Manchester, 2004.
WILKINSON, Jane. Is it all a ‘game’? Analysing academic leadership through a Bourdieuian practice lens. Critical Studies in Education, v. 51, n. 1, pp. 41-54, 2010.
WOODWARD, Ian; EMMISON, Michael. The intellectual reception of Bourdieu in Australian social science and humanities. Sociologica, v. 2/3, pp. 1-121, 2009.
MILLS, C. Wright. The Sociological Imagination. Oxford: Oxford University Press, 1959.
YOUNG, Michael. (Org.). Knowledge and Control: New Directions for the Sociology of Education. London: Collier Macmillan, 1971.
Downloads
Published
How to Cite
Issue
Section
License
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.