Apropriação da perspectiva teórica de Bourdieu na pesquisa em Educação em Ciências: uma revisão bibliográfica

Abstract

Pierre Bourdieu developed a consistent theory that provides a rich analysis of the educational issues from a sociological perspective. The author notes mainly to inequality of opportunity of the educational system due to the social classes belongingness, revealing the school as a legitimization space of the social inequalities in educational inequalities. Therefore, the central objective of this work is to map the appropriations and contributions of Bourdieu's theory in the area of Science Education, providing a quantitative, qualitative and critical picture of this insertion. As methodological approach we used the literature review, through which we investigate the insertion of Bourdieu's perspective on the main publications in Science Education area (event, journals dissertations and thesis). The theoretical background for analysis of the works was constituted by the theoretical framework of Bourdieu. It was totalized 8478 works consulted, including ENPEC (4797), journals (3194), dissertations and thesis (487). 160 of these documents constituted the research corpus, which was classified into three categories: Incidental mention (69); Topic conceptual mobilization (47); Appropriation of work mode (44). We investigated especially the category of Appropriation of work mode, which was subdivided into three thematic lines: Sociology of Science (12); Scholar performance and Social Determinants (14); and Science Teacher Formation (18). The results generally show that the appropriation of the sociologist is still shy on the area. However, the set analyzed allows us to recognize his contributions to the area in respect to the thematic lines: the sociology of science can, through the concept of field, advance to understand the relationship of the scientific microcosm with the social macrocosm, in which political issues, curriculum and institutional matters may be better understood, basing agent’s actions on the field. The second line indicates that the school performance and the learning of concepts are strongly influenced by the patrimony inherited from the family of the agents for specific learning, habits and interests. It should therefore be an object of teacher analysis to minimize school inequalities associated with social inequalities. The line of Science Teacher Formation uses the notion of habitus to understand the relationship of the social with the individual in the formation process, enabling the planning of the formation actions based on this theoretical perspective.