Devagar a tartaruga vai longe? As relações do science capital e do capital cultural com o desempenho no Exame Nacional do Ensino Médio
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Data
2021-08-11
Autores
Moris, Carlos Henrique Aparecido Alves
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Universidade Estadual Paulista (Unesp)
Resumo
O Brasil é um país com elevada desigualdade social e educacional, o que transforma o acesso ao ensino superior em uma corrida injusta, como na fábula da lebre e da tartaruga. Essa corrida é, para a lebre, um percurso rotineiro com vitória certa; para a tartaruga, é um desafio, exigindo muito tempo e persistência para, se possível, ser concluído. Diversas pesquisas apontam como essas desigualdades — principalmente as de classe social que representamos pela lebre e a tartaruga — afetam a relação do estudante com a escola e as chances de ingressar no Ensino Superior. Considerando o Exame Nacional do Ensino Médio (ENEM) como representante dessa corrida, percebemos que poucos trabalhos no ensino de ciências consideram as condições sociais para analisar essa prova. Reconhecendo essa lacuna, utilizamos a teoria de Bourdieu para estudar como a relação com ciência pode ser parte das desigualdades de acesso ao Ensino Superior. Abordamos o conceito de capital da ciência (science capital) por propor a união entre a teoria bourdiana e o ensino de ciências. Para investigarmos a relação entre essas teorias, elaboramos uma revisão da literatura do capital da ciência e uma análise crítica desse conceito baseada na teoria bourdiana. Organizamos os resultados em dois estudos: o primeiro teve o objetivo de investigar a posição dos agentes no espaço social do ENEM 2009; o segundo buscou discutir os aspectos culturais e abordar a relação entre capital cultural e capital da ciência. Em ambos, os dados empíricos — microdados do ENEM 2009 — foram tratados por técnicas estatísticas, com destaque para as Análises de Correspondência Múltiplas (ACM). Os resultados do Estudo 1 mostraram que as condições de existência dos agentes foi o fator mais influente sobre o desempenho na prova de ciências da natureza. A relação com a ciência não aparece nas lebres ou nas tartarugas, mas em uma fração intermediária, que chamamos de híbridos. Para os híbridos, a relação com a ciência tem um caráter de estratégia para uma ascensão social via educação. O Estudo 2 revelou que os hábitos de leitura complementam a condição de classe dos agentes; as lebres leem por prazer e as tartarugas não leem. Os híbridos têm a leitura como parte da estratégia de obter sucesso no ENEM, lendo aquilo que os ajuda na prova e, em menor frequência, revistas de divulgação científica. Ambos os estudos mostraram uma não particularidade das ciências da natureza, pois as ciências exatas e humanas nutriram as mesmas relações no espaço investigado. Assim, interpretamos o gosto por ciências como uma estratégia estruturada e adaptada a uma fração de classe. Os resultados apontaram que o capital da ciência não contempla as características de um capital bourdiano, pois não está relacionado com uma elite ou se reconverte em vantagens no ENEM. A teoria bourdiana mostrou-se atual ao revelar que um gosto esconde os esforços e as desigualdades envolvidas na disputa pelo Ensino Superior. Concluímos que abordar o gosto por ciência como uma estratégia social de ascensão é frutífera para reconhecer o papel das ciências no amplo espaço das desigualdades sociais.
Brazil is a country with a high level of social and educational inequality, which turns access to higher education into an unfair race, as in the fable the tortoise and the hare. This race is, for the hare, a routine path and a guaranteed victory; for the tortoise, it is a challenge, requiring a lot of time and persistence to complete, if possible. Several researches show how these inequalities - mainly the social class that we represent by the hare and the tortoise - affect the student's relationship with the school and the chances of entering Higher Education. Considering the National High School Exam (ENEM) as a representative of this race, we found that few studies in science education consider the social conditions to analyze this exam. Recognizing this gap, we use Bourdieu's theory to study how the relationship with science can be part of the inequalities in access to Higher Education. We approach the concept of science capital because it proposes the union between Bourdian theory and science education. To investigate the relationship between these theories, we developed a literature review of the science capital and a critical analysis of this concept based on Bourdieu’s theory. We organized the results into two studies: the first aimed to investigate the position of agents in the social space of ENEM 2009; the second aimed to discuss cultural aspects and address the relationship between cultural capital and science capital. In both studies, empirical data — microdata from ENEM 2009 — were approached by statistical techniques, with emphasis on Multiple Correspondence Analysis (ACM). Study 1 results showed that the agents' conditions of existence were the most influential factor on performance in the natural sciences test. The relationship with science does not appear in the hares or the tortoises, but in an intermediate fraction, which we call hybrids. For hybrids, the relationship with science has the role of a strategy for social ascension via education. Study 2 revealed that reading habits complement the agents' class condition; hares read for pleasure and tortoises do not read. Hybrids have reading as part of their strategy to succeed in ENEM, reading what helps them on the test and, less frequently, scientific magazines. Both studies showed a non-particularity of the natural sciences, as the exact and human sciences fostered the same relationships in the investigated social space. Thus, we interpreted the taste for science as a structured and adapted strategy to a social class fraction. The results showed that the science capital does not hold the characteristics of a Bourdian capital, because it is not related to an elite class nor converted into advantages in ENEM. The Bourdian theory proved to be current valid, as it revealed that a taste hides the efforts and inequalities involved in the dispute for Higher Education. We conclude that approaching the taste for science as a social upward strategy is fruitful in recognizing the role of science in the broad space of social inequalities.
Brazil is a country with a high level of social and educational inequality, which turns access to higher education into an unfair race, as in the fable the tortoise and the hare. This race is, for the hare, a routine path and a guaranteed victory; for the tortoise, it is a challenge, requiring a lot of time and persistence to complete, if possible. Several researches show how these inequalities - mainly the social class that we represent by the hare and the tortoise - affect the student's relationship with the school and the chances of entering Higher Education. Considering the National High School Exam (ENEM) as a representative of this race, we found that few studies in science education consider the social conditions to analyze this exam. Recognizing this gap, we use Bourdieu's theory to study how the relationship with science can be part of the inequalities in access to Higher Education. We approach the concept of science capital because it proposes the union between Bourdian theory and science education. To investigate the relationship between these theories, we developed a literature review of the science capital and a critical analysis of this concept based on Bourdieu’s theory. We organized the results into two studies: the first aimed to investigate the position of agents in the social space of ENEM 2009; the second aimed to discuss cultural aspects and address the relationship between cultural capital and science capital. In both studies, empirical data — microdata from ENEM 2009 — were approached by statistical techniques, with emphasis on Multiple Correspondence Analysis (ACM). Study 1 results showed that the agents' conditions of existence were the most influential factor on performance in the natural sciences test. The relationship with science does not appear in the hares or the tortoises, but in an intermediate fraction, which we call hybrids. For hybrids, the relationship with science has the role of a strategy for social ascension via education. Study 2 revealed that reading habits complement the agents' class condition; hares read for pleasure and tortoises do not read. Hybrids have reading as part of their strategy to succeed in ENEM, reading what helps them on the test and, less frequently, scientific magazines. Both studies showed a non-particularity of the natural sciences, as the exact and human sciences fostered the same relationships in the investigated social space. Thus, we interpreted the taste for science as a structured and adapted strategy to a social class fraction. The results showed that the science capital does not hold the characteristics of a Bourdian capital, because it is not related to an elite class nor converted into advantages in ENEM. The Bourdian theory proved to be current valid, as it revealed that a taste hides the efforts and inequalities involved in the dispute for Higher Education. We conclude that approaching the taste for science as a social upward strategy is fruitful in recognizing the role of science in the broad space of social inequalities.
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Palavras-chave
Capital cultural, Science capital, Pierre Bourdieu, ENEM, Cultural capital, Science capital