A relação entre o conhecimento matemático e o capital cultural na prática docente
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Data
2023-08-28
Autores
Carmignolli, Andreza Olivieri Lopes [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa analisou as relações entre o capital cultural, definido por Pierre Bourdieu, com a escolha do curso de licenciatura em Matemática, o perfil e a atuação docente como facilitadores do processo de ensino. Tendo como objeto de estudo o docente, nosso objetivo foi investigar a influência do capital cultural na aquisição e transmissão dos conhecimentos da disciplina, verificando se o perfil docente está diretamente ligado à sua prática de trabalho e como a cultura escolar se pauta na transmissão do conhecimento. O referencial teórico foi norteado pelos estudos de Pierre Bourdieu para conceitualização de campo, habitus, ethos e capital cultural no processo de aquisição do conhecimento. A pesquisa foi desenvolvida com base no método praxiológico em uma abordagem qualitativa, por meio de análise documental e entrevistas estruturadas, tendo como foco compreender a relação do capital cultural na prática docente. Após análise das categorias bourdieusianas, verificamos que o capital cultural está diretamente ligado à prática docente por meio da influência na transmissão do conhecimento, contribuindo para a reestruturação do habitus dos docentes.
This research analyzed the relationship between cultural capital, as defined by Pierre Bourdieu, with the choice of the undergraduate course in mathematics, and the profile and performance of teachers as facilitators of the teaching process. Having the teacher as the object of study, our goal was to investigate the influence of cultural capital in the acquisition and transmission of knowledge of the subject, checking whether the teacher profile is directly linked to his/her work practice and how the school culture is based on the transmission of knowledge. The theoretical framework was guided by the studies of Pierre Bourdieu for the conceptualization of field, habitus, ethos and cultural capital in the process of knowledge acquisition. The research was developed based on the praxeological method in a qualitative approach, through document analysis and structured interviews, focusing on understanding the relationship of the cultural capital in the teaching practice. After analyzing the Bourdieusian categories, we verified that the cultural capital is directly linked to the teaching practice through the influence on the transmission of knowledge, contributing to the restructuring of the habitus of the teachers.
This research analyzed the relationship between cultural capital, as defined by Pierre Bourdieu, with the choice of the undergraduate course in mathematics, and the profile and performance of teachers as facilitators of the teaching process. Having the teacher as the object of study, our goal was to investigate the influence of cultural capital in the acquisition and transmission of knowledge of the subject, checking whether the teacher profile is directly linked to his/her work practice and how the school culture is based on the transmission of knowledge. The theoretical framework was guided by the studies of Pierre Bourdieu for the conceptualization of field, habitus, ethos and cultural capital in the process of knowledge acquisition. The research was developed based on the praxeological method in a qualitative approach, through document analysis and structured interviews, focusing on understanding the relationship of the cultural capital in the teaching practice. After analyzing the Bourdieusian categories, we verified that the cultural capital is directly linked to the teaching practice through the influence on the transmission of knowledge, contributing to the restructuring of the habitus of the teachers.
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Palavras-chave
Capital cultural., Habitus., Prática docente., Campo., Cultural capital., Habitus., Teaching practice., Field.