A pós-graduação em Ensino de Ciências no Brasil: uma leitura a partir da teoria de Bourdieu
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Data
2010-07-26
Autores
Feres, Glória Georges [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Buscou-se identificar origens, evolução, tendências e perspectivas da pós-graduação em Ensino de Ciências no Brasil para contribuir com a visibilidade da sua constituição e instituicionalização enquanto campo científico que apresenta características e cultura própria, além dos seus impactos na produção do conhecimento na área educacional do páís. Por meio de procedimentos metodológicos que envolveram o desenvolvimento de trajetória de pesquisas: bibliográfica, documental, campo e teórica, perseguiu-se esse objetivo, mediante a apropriação de aportes teóricos e, em especial, sob a ótica da teoria de Pierre Bourdieu. Isso permitiu identificar, descrever e conduzir à compreensão de conceitos relacionais presentes e à descrição da existência, constituição e institucionalização da área em foco no Brasil; procedendo-se também à identificação do espectro que a envolve, influenciado por marcos contextual de natureza econômica, social, política e cultural, com destaque à pesquisa, produção intelectual e à comunicação científica. Os resultados obtidos refletem as relações entre a teoria e a prática que se fazem presentes na pós-graduação em foco e que a distinguem como uma área do conhecimento de relevância no contexto brasileiro. Desse modo, pode-se concluir que: tem caráter multidisciplinar e uma historicidade própria no cenári educacional; sua representatividade está fundamentalmente apoiada nos programas de pós-graduação, em suas temáticas de formação de massa crítica e profissional, linhas e grupos de pesquisa e, ainda, na produção científica decorrente. Embora esteja consolidada e institucionalizada perante organismos como a Capes, ainda se ressente da existência de uma cultura da informação e da criação de uma Rede de Informação Especializada para o compartilhamento adequado do conhecimento gerado pelos seus agentes...
This study througt to identify the origins, trends and perspectives of the Science Education area in order to contribute to the visibility of its constitution and institutionalization as a scientific field that presents its own characteristics and culture, besides its impact on the production of knowledge in the educational field in the country. Through methodological procedures involving the development of the trajectory of bibliographic, documental, field and theoretical researches, we have tried to reach this objective, through the appropriation of theoretical subsidies, in particular, under the perspective of the Pierre Bourdieu's theory. This has allowed us to identify, describle and lead to the understanding of present relational concepts and institutionalization of this specific field in Brazil; and also the identification of a spectrum that surrounds this field, influenced by contextual limits of economic, social, political and culture nature, with emphasis on research, intellectual production and the scientific community. The results reflect the relations between theory and practice that are present in the field of Science Education and distinguish it as field of knowledge of great relevance in the Brazilian context. Thereby, we can conclude that: the field of Science Education has a multidisciplinary character and its own historicity in the education scene; its representationis fundamentally supported by graduate programs, in its formation thermes of critical and professional mass, lines and research groups and in the scientific output. Although this field is consolidated before institutionalized organizations such as CAPES, it still needs information culture and the creation of a specialized information network for the sharing of the adequate knowledge created by its agents ... (Complete abstract click electronic access below)
This study througt to identify the origins, trends and perspectives of the Science Education area in order to contribute to the visibility of its constitution and institutionalization as a scientific field that presents its own characteristics and culture, besides its impact on the production of knowledge in the educational field in the country. Through methodological procedures involving the development of the trajectory of bibliographic, documental, field and theoretical researches, we have tried to reach this objective, through the appropriation of theoretical subsidies, in particular, under the perspective of the Pierre Bourdieu's theory. This has allowed us to identify, describle and lead to the understanding of present relational concepts and institutionalization of this specific field in Brazil; and also the identification of a spectrum that surrounds this field, influenced by contextual limits of economic, social, political and culture nature, with emphasis on research, intellectual production and the scientific community. The results reflect the relations between theory and practice that are present in the field of Science Education and distinguish it as field of knowledge of great relevance in the Brazilian context. Thereby, we can conclude that: the field of Science Education has a multidisciplinary character and its own historicity in the education scene; its representationis fundamentally supported by graduate programs, in its formation thermes of critical and professional mass, lines and research groups and in the scientific output. Although this field is consolidated before institutionalized organizations such as CAPES, it still needs information culture and the creation of a specialized information network for the sharing of the adequate knowledge created by its agents ... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Pos-graduação, Ciências - Ensino, Teoria do campo social - Pierre Bourdieu, Science education, Education in Brazil, Bourdieu's theory
Como citar
FERES, Glória Georges. A pós-graduação em Ensino de Ciências no Brasil: uma leitura a partir da teoria de Bourdieu. 2010. 337 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2010.