Aspectos do habitus da formação de pesquisadores para o campo da politica educacional no Brasil: um estudo a partir da teoria de Pierre Bourdieu

Abstract

This research had as the general objective to apprehend aspects of the habitus of researchers’ training for the field of Education Policy in the Graduate Programs in Education that have Doctoral courses with a line of research related to Education Policy in Brazil, through the problematization of the main aspects of this training. This study involved the investigation of several aspects that are articulated and constitute the conditions whose aim is the training for research in Doctoral Education courses. Such conditions are understood as the present context in which training takes place, the agents’ ways of perceiving, acting and doing research in Education Policy. The theoretical framework was based on the contributions of Pierre Bourdieu (1983, 1989, 1996, 2003a, 2003b, 2004a, 2004b, 2008) and Bourdieu, Passeron and Chamboredon (1999) on the notion of scientific field, scientific habitus and scientific capital, and by authors who contribute to the analysis of the specific issue of researchers’ training. The research was qualitative in nature and involved: a) bibliographical research, based on Pierre Bourdieu’s theory and on the literature review discussions on the training process of researchers in Education and for the field of Education Policy; b) empirical research, which counted on the participation of Doctoral graduates from Stricto Sensu Graduate Programs in Education in Brazil, in the line of research related to Education Policy who defended a Doctoral dissertation in the period from 2016 to 2018. The contact with the participants for data collection took place through the application of a semi-structured online questionnaire. It is argued that the habitus of training researchers for the field of Education Policy in Brazil, constructed and incorporated by field agents, involves certain teaching and learning practices, in formal and non-formal training spaces; decisions regarding the curriculum structure and training trends, among other aspects. A significant feature of this habitus is a tendency towards heterogeneous training in the field of Education Policy. Such training has prioritized an interdisciplinary training process (integration between various disciplines); followed by specific training (especially focused on the field of Education Policy); and a generic training (Research in Education in general). The emphasis on the interdisciplinary trend of training may be related to the wide recognition by the area of Education that education is, by nature, interdisciplinary, as it articulates different fields of knowledge, as well as the notion that the field of Education Policy is related to practices. It is argued that a more specific training for the field of Education Policy is important as it can lead to greater adherence and loyalty to the field and add capital for a more qualified inclusion in specific academic spaces, such as: journals, events, groups of work, associations, research networks, network research projects, networks etc., contributing to the strengthening and expansion of the field of Education Policy. The challenge, therefore, is the creation of an articulated and conscious training project that prioritizes specific training in the field without disregarding interdisciplinary training.