Science education and the Bourdieu's capital theory: a critical review of the science capital concept

Abstract

Bourdieu's theory, although not predominant, has been used to support investigations in science education that aimed to insert the social dimension into discussions in this area. However, the natural sciences did not receive a direct focus in Bourdieu's bibliography. Based on this gap, the concept of science capital was proposed as an aggregator of aspects of science in Bourdieu's capitals. Although already used in science education English literature, this concept seems to have some distance from the Bourdian theory. Thus, we propose to carry out a critical review, based on Bourdieu's theory, on the proposal and uses of science capital, through a systematic review. Based on the results, the new concept seems to be based on a substantialist reading that conceives, a priori, social values for certain practices and dispositions related to science, tending not to question the current power relations; we understand it as a departure from the Bourdian theory. However, we emphasize that the science capital has the potential to mobilize a focus on social inequalities linked to science in the science education area. We conclude by reaffirming that this potential can be expanded if we seek to rethink science capital from a non-substantialist perspective.