RESUMONeste ensaio procuro desenvolver uma argumentação a favor da superação dos monismos metodológicos no campo da pesquisa em sociologia da educação. Com base no que Jeffrey Alexander (1987) denominou o novo movimento teórico, defendo a necessidade de superar a divisão do trabalho de pesquisa entre os investigadores que se dedicam à microssociologia e os que preferem abordagens macrossociais. Nessa perspectiva, as opções teórico-metodológicas devem-se ancorar nas necessidades da investigação e não numa opção a priori do pesquisador por qualquer uma das alternativas. SOCIOLOGIA DA EDUCAÇÃO METODOLOGIA DA PESQUISA PESQUISADORES ABSTRACT THE MICRO/MACRO DIALECTIC IN THE SOCIOLOGY OF EDUCATION. This article is about the micro-macro debate in sociology. Based upon the new theoretical mouvement (Alexander,1987) it defends the linkage between those approches in the realm of Sociology of Education. In my point of view the problem and the subject of research is the anchor for the theoretical and methodological options.
RESUMOEste trabalho sistematiza resultados preliminares de um programa de pesquisa do Grupo de Pesquisas em Sociologia da Educação da Pontifícia Universidade Católica do Rio de JaneiroSoced/PUC-Rio -sobre as características dos jovens de 8ª série (faixa de 13/14 anos) que freqüentam duas das escolas privadas de prestígio na cidade do Rio de Janeiro. Trata-se de recorte do material desse programa, que visa à análise das características institucionais e familiares que interagem no processo de escolarização desses jovens, produzindo a imagem de excelência escolar em que se ancora o prestígio adquirido por essas escolas. ESCOLAS -RIO DE JANEIRO -QUALIDADE DO ENSINO -PESQUISA ABSTRACT VIRTUOUS CIRCULARITY -AN INVESTIGATION ON TWO SCHOOLS IN RIO DEJANEIRO. This paper systematizes the preliminary results of a research program conducted by the Research Group on Sociology of Education of Rio de Janeiro Catholic UniversitySoced/PUC-Rio -on the characteristics of 8 th graders (the 13-14 age group) attending two renowned private schools in Rio de Janeiro. It deals with an aspect of the corpus of this research that addresses institutional and familial characteristics that interact in the learning process of these youngsters in order to produce an image of teaching excellence whereupon the prestige acquired by such schools rests. SCHOOLS -RIO DE JANEIRO -TEACHING QUALITY -RESEARCH
Este artigo sintetiza os resultados de um survey desenvolvido junto a nove escolas de prestígio na cidade do Rio de Janeiro. Dentre elas, encontram-se escolas confessionais, bilíngües, públicas e "alternativas" expressão utilizada nos anos 60 para representar projetos pedagógicos inovadores que enfatizavam a liberdade e autonomia na formação dos estudantes. O material empírico que produzimos oferece um panorama a respeito das práticas familiares e escolares que se retroalimentam na produção de trajetórias institucionais bem sucedidas, por parte da maioria dos jovens que ingressam e permanecem nessas escolas. Trata-se de um processo de conversão e reconversão de capitais (cultural, econômico, social, simbólico, escolar…) bastante consistente com a hipótese de uma "circularidade virtuosa", ou seja, de uma otimização dos processos de construção da qualidade de ensino, nas instituições investigadas.
The main aim of this article is to highlight the importance of operating with concepts, accepting the challenges offered by empirical reality. To do so, the empirical material produced by the research developed by Grupo de Pesquisa em Sociologia da Educação -SOCED/PUC-Rio was used as reference. On several occasions, Bourdieu questioned the merely theoretical reading of concepts. He recommended "experimenting with theoretical things". In this text, we seek to exemplify the consequences of the experience of operating with his concepts, focusing on two main aspects: the conditions of habitus transformation; and the empirical outline of cultural capital in school elites in prestigious institutions in Rio de Janeiro. In the case of the cultural capital study, his proposal of working "with and against authors" became evident. Although the merit of this author of Education Sociology is undeniable, the empirical outline of the cultural capital, in his vast work, was highly influenced by the French reality at the time of his research. To operate with the concept of cultural capital in a way that is appropriate to the empirical challenges we faced, we turned to authors who have addressed the transformations of the cultural field beyond the perspective of the borders between high culture and popular culture analyzed by Bourdieu. Key words:Habitus -Cultural capital -Transformations -Cultural practicesSchool elites. Address Zaia BrandãoRua Clarice Lispector 159 22753-180 -Itanhangá -RJ And-mail: zaia@puc-rio.br 2 For about a decade, the research team I coordinate -Grupo de Pesquisa em Sociologia SOCED/PUC-Rio -has been developing a research program focusing on education processes 1 . The main theoretical and methodological line of thought of these investigations has been the sociology of Pierre Bourdieu. In his vast work, he privileged two themes of great importance for education sociology: socialization processes and processes of producing social distinctions.Studying Bourdieu (1989) is arduous and demands permanent investment, especially when one works on the perspective suggested by the author: "experimenting with theoretical things". Bourdieu"s work offers an endless set of empirical work possibilities and theoretical reflection. Also, his dense theoretical-conceptual instruments, when applied to a broad set of empirical objects, offer a constant challenge to researchers who invest in analogue objects in other spatial and time contexts.Most of the misguided analyses of Bourdieu"s work are due to either merely theoretical readings or supposedly "orthodox" readings, since the author himself pointed the importance of working with and against the authors in an unmistakable attitude of rejecting orthodoxies.In this text, some of the consequences of the appropriation of Bourdieu"s work by our research program will be described: Research lessons; Operating with concepts -some hypotheses on the transformation of habitus; With and beyond Bourdieu -new possibilities of operating with cultural capital. Research lesso...
RESUMO: Este artigo é o resultado de uma pesquisa do SOCED/PUC-RIO sobre as relações das elites acadêmicas com a escolarização dos filhos que cursam o ensino fundamental. Foi desenvolvida com base em um survey com 110 professores de uma tradicional universidade privada do Brasil. Fundamentada nas referências de Pierre Bourdieu e situando a população estudada no contexto da população brasileira (Pesquisa de Padrões de Vida/IBGE-1998) e no contexto dos professores universitários no Brasil (dados do INEP/MEC), a pesquisa oferece interessantes resultados para a discussão das estratégias educativas dessas elites. Um importante subproduto da pesquisa está nas questões levantadas sobre o fundamento empírico do conceito de capital cultural.Palavras-chave: Elites e escolas. Trajetórias escolares. Herança social.Práticas culturais e escolarização. ACADEMIC ELITES AND THE SCHOOLING OF THEIR CHILDRENABSTRACT: This paper is the result of a research organized by SOCED/PUC-RIO on the relationship between the academic elites and the schooling of their primary school children. It is based on a survey of 110 teachers working in a traditional Brazilian
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