RESEARCH IN THE FIELD OF EDUCATIONAL POLICIES IN BRAZIL AND THE CONTRIBUTION OF PIERRE BOURDIEU'S THEORY

Abstract

This research presents a study on the different ways of appropriating Pierre Bourdieu's theory in research published in Brazil in scientific articles, in the field of educational policies. The sources used were articles available at https://www.scielo.br/, from 2014 to 2023. Using the methodological approach of Metaresearch (Mainardes, 2018), we sought to highlight the importance of the academic commitment of researchers with the theoretical-methodological framework chosen to understand, analyze and interpret actions, discourses and practices in the field of public educational policies. To this end, a mapping of scientific production and a theoretical study of the main forms of appropriation of Bourdieu's theory by the authors were carried out, based on the three categories of analysis proposed by Roger Chartier (1998, apud Catani; Catani; Pereira, 2001): Incidental Appropriation, Topical Conceptual Appropriation and Appropriation of the Work Mode. The objective of this research is to identify and understand the different forms of appropriation of Bourdieu's work, concepts and methodology and how these contribute to the constitution of the academic field of educational policies, as explained in the research studies studied. Data analysis revealed that the highest incidence of appropriation occurs in the category of Incidental Appropriation. Among the twenty-six selected research studies, seventeen fall into this category, while four present Topical Conceptual Appropriation and five, Appropriation of the Mode of Work.