The Cultural Capital of Cultural and Social Capital: An Economy of Translations

Abstract

RESUMO O objetivo do estudo foi investigar a existência da conservação das desigualdades sociais e exclusão escolar pelo capital de cultura no Ensino de Ciências do nível fundamental anos finais e, revelá-los por meio deste estudo como contributo para a superação destes. Deste modo, a abordagem qualitativa foi a que melhor que se adequou para a realização deste trabalho, assim como os métodos: descritivo, o método analítico-sintético e sistêmico para o desenvolvimento deste estudo. A pesquisa confirmou que os estudantes do CETI do Ensino Fundamental anos finais são de baixa renda. Constatou o baixo nível educacional dos pais e dos familiares. Explicitou que não é uma prática dos estudantes frequentarem espaços socioculturais valorizados pelas classes dominantes, neste contexto o Ensino de Ciências no CETI-escola para estudantes das classes desfavorecidas-está mantendo a conservação das desigualdades sociais e a exclusão escolar no ensino fundamental anos finais por aspectos culturais. ABSTRACT The objective of the study was to investigate the existence of the conservation of social inequalities and school exclusion by the capital of culture in the Teaching of Sciences of the fundamental level final years and to reveal them through this study as a contribution to the overcoming of these. Thus, the qualitative approach was the one that best suited to the accomplishment of this work, as well as the methods: descriptive, analytical-synthetic and systemic method for the development of this study. The survey confirmed that CETI students in elementary school years are low income. He noted the low educational level of parents and relatives. He explained that it is not a practice for students to attend socio-cultural spaces valued by the ruling classes, in this context 1 Especialista em docência no Ensino Superior. Professora de Ciências-UFPI. Pesquisadora da área de Educação em Ciências.

Table of Contents

“…Cultural capital, on the other hand, imparts a consideration of both family background and social institutions (Lamont and Lareau, 1988). Musoba and Baez (2009) captured this distinction in their analysis of cultural and social capital use in higher education: "Unlike the selfishly motivated, upwardly mobile individual premised by human-capital theories, Bourdieu sees cultural capital as becoming more and more a new basis of social domination, particularly as education becomes more and more important for economic and professional success. Just as economic capital cannot function as capital until it is linked to an economic apparatus, so cultural capital cannot be constituted as capital until it is inserted into the fields .…”

“…Contemplating this question, Musoba and Baez (2009) argued that the term class in the United States cannot stand for such simplistic categories. "The class at issue in the United States, and in other heterogeneous countries-and we would guess even in France itself-cannot stand for a coherent ontological category.…”

“…In a theoretical analysis of the uses of cultural and social capital in higher education research, Musoba and Baez (2009) argued that the "uncritical use" of Bourdieu's work may camouflage the importance of class structures and class struggles in the concepts. They asserted that Bourdieu's theoretical structure is first and foremost about understanding the perpetuation of inequality.…”

“…Subsequently, scholars across disciplines have proffered theoretical treatments of cultural capital in an effort to shed light on applications and potential cracks in the uses of the concept (Horvat, 2001;Kingston, 2001;Lamont and Lareau, 1988;Musoba and Baez, 2009). Before broaching the task of uncovering Bourdieu's development of cultural capital and the adaptations of the construct in educational research, it is important to remark briefly on the scholar himself and on his approach toward the academic discipline of sociology.…”

“…Human capital theory assumes a rational choice model where one's action is instrumental, action is geared toward a particular end, ideally one has full information available, and one has the ability to weigh options to make the best decision. Upward mobility and human agency are the center of attention in human capital theory (Musoba and Baez, 2009).…”