A EDUCAÇÃO EM CIÊNCIAS E A TEORIA DOS CAPITAIS DE BOURDIEU: UMA REVISÃO CRÍTICA DO CONCEITO DE SCIENCE CAPITAL
DOI:
https://doi.org/10.22600/1518-8795.ienci2022v27n1p367Palabras clave:
, science capital, Bourdieu, capital cultural, capital da ciênciaResumen
A teoria de Bourdieu, ainda que não predominante, tem sido usada para fundamentar trabalhos na educação em ciência que buscam inserir a dimensão social nas discussões da área. Contudo, as ciências da natureza não receberam um foco direto na bibliografia de Bourdieu. Baseado nessa lacuna, o conceito de science capital foi proposto como um agregador dos aspectos das ciências nos capitais de Bourdieu. Ainda que já utilizado na literatura inglesa da área, esse conceito parece ter alguns distanciamentos com a teoria bourdiana. Assim, propomos realizar uma revisão crítica, baseada na teoria de Bourdieu, sobre a proposta e usos do science capital, por meio de uma revisão bibliográfica sistemática. Com base nos resultados, o novo conceito parece se fundar em uma leitura substancialista que concebe, a priori, valores sociais para determinadas práticas e disposições relacionadas à ciência, tendendo a não questionar as relações de poder vigentes; o que entendemos como um distanciamento com a teoria bourdiana. Contudo, ressaltamos que o science capital apresenta a potencialidade de mobilizar um foco nas desigualdades sociais associadas à ciência na área de educação em ciências. Concluímos reafirmando que essa potencialidade pode ser ampliada se buscarmos repensar o science capital por uma perspectiva não substancialista.Citas
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