As aprendizagens dos alunos da Educação do Campo na perspectiva do capital cultural de Pierre Bourdieu

Abstract

Este trabalho tem como objetivo discutir as aprendizagens dos alunos da Educação do Campo na perspectiva da teoria do capital cultural de Pierre Bourdieu. Para o autor, um fator decisivo para o sucesso ou o fracasso escolar é o capital cultural que os indivíduos herdam das famílias e dos contextos nos quais vivem, sendo que essa herança cultural é diferente para cada classe social. Ao privilegiar a cultura da classe dominante, a escola transmite, de forma desigual, os conhecimentos, contribuindo, assim, para a reprodução das desigualdades sociais. O tema se justifica pela necessidade de pensarmos a respeito da importância de uma educação do campo que considere seus sujeitos, suas singularidades e pluralidade de saberes. Este trabalho se insere na abordagem da pesquisa qualitativa, de cunho bibliográfico e abordagem exploratória, utilizando como principal referencial teórico Arroyo (1999), Bourdieu & Passeron (1992), Bourdieu (1989), Caldart (2003), Charlot (2014) e Xypas (2017). Como resultados, observamos que o capital cultural influencia nas atitudes dos sujeitos em relação à escola, contribuindo para seu êxito ou fracasso escolar, e que, quando as identidades e especificidades do campo não são consideradas, a escola poderá contribuir para o fracasso escolar de seus estudantes. Palavras-chave: aprendizagem, capital cultural, educação do campo.   Learning of Rural Education Students from the Perspective of Pierre Bourdieu's Cultural Capital ABSTRACT: This study aims to discuss the learning of rural education students from the perspective of Pierre Bourdieu's cultural capital theory. According to Bourdieu, a decisive factor for academic success or failure is the cultural capital that individuals inherit from their families and the contexts in which they live. This cultural inheritance varies according to social class. By privileging the culture of the dominant class, the school unequally transmits knowledge, thus contributing to the reproduction of social inequalities. This theme is justified by the need to reflect on the importance of rural education that considers its subjects, their singularities, and the plurality of knowledge. This study adopts a qualitative research approach, with a bibliographic and exploratory perspective, using as its main theoretical references Arroyo (1999), Bourdieu & Passeron (1992), Bourdieu (1989), Caldart (2003), Charlot (2014), and Xypas (2017). The results indicate that cultural capital influences individuals' attitudes toward school, contributing to their academic success or failure. Furthermore, when rural identities and specificities are not considered, the school may contribute to students' academic failure. Keywords: learning, cultural capital, rural education.   Las aprendizajes de los estudiantes de educación rural desde la perspectiva del capital cultural de Pierre Bourdieu RESUMEN: Este estudio tiene como objetivo discutir el aprendizaje de los estudiantes de la Educación del Campo desde la perspectiva de la teoría del capital cultural de Pierre Bourdieu. Según el autor, un factor decisivo para el éxito o el fracaso escolar es el capital cultural que los individuos heredan de sus familias y de los contextos en los que viven. Esta herencia cultural varía según la clase social. Al privilegiar la cultura de la clase dominante, la escuela transmite el conocimiento de manera desigual, contribuyendo así a la reproducción de las desigualdades sociales. La relevancia de este tema radica en la necesidad de reflexionar sobre la importancia de una educación del campo que considere a sus sujetos, sus singularidades y la pluralidad de saberes. Este estudio se enmarca en un enfoque de investigación cualitativa, de carácter bibliográfico y con una perspectiva exploratoria, utilizando como principales referentes teóricos a Arroyo (1999), Bourdieu y Passeron (1992), Bourdieu (1989), Caldart (2003), Charlot (2014) y Xypas (2017). Los resultados indican que el capital cultural influye en las actitudes de los individuos hacia la escuela, contribuyendo a su éxito o fracaso académico. Además, cuando no se consideran las identidades y especificidades del campo, la escuela puede contribuir al fracaso escolar de sus estudiantes. Palabras clave: aprendizaje, capital cultural, educación del campo.ABSTRACT: This study aims to discuss the learning of rural education students from the perspective of Pierre Bourdieu's cultural capital theory. According to Bourdieu, a decisive factor for academic success or failure is the cultural capital that individuals inherit from their families and the contexts in which they live. This cultural inheritance varies according to social class. By privileging the culture of the dominant class, the school unequally transmits knowledge, thus contributing to the reproduction of social inequalities. This theme is justified by the need to reflect on the importance of rural education that considers its subjects, their singularities, and the plurality of knowledge. This study adopts a qualitative research approach, with a bibliographic and exploratory perspective, using as its main theoretical references Arroyo (1999), Bourdieu & Passeron (1992), Bourdieu (1989), Caldart (2003), Charlot (2014), and Xypas (2017). The results indicate that cultural capital influences individuals' attitudes toward school, contributing to their academic success or failure. Furthermore, when rural identities and specificities are not considered, the school may contribute to students' academic failure.This paper aims to discuss the relationship between the learning of students in Rural Education from the perspective of Pierre Bourdieu's theory of cultural capital. According to the author, a decisive factor for academic success or failure is the cultural capital inherited by individuals from their families and the contexts in which they live, with this cultural inheritance differing for each social class. From this perspective, by privileging the culture of the dominant class, schools unevenly transmit knowledge, favoring certain groups over others, thereby contributing to the reproduction of social inequalities. The theme is justified by the need to consider the importance of rural education that respects its subjects, their singularities, and the plurality of knowledge. This work adopts a qualitative research approach, with a bibliographic focus and exploratory approach. The main theoretical contributions come from Arroyo (1999), Bourdieu and Passeron (1992), Bourdieu (1989), Caldart (2003), Charlot (2014), Molina (2004), Xypas (2017), among others who provide important insights into the topic. Therefore, it is observed that cultural capital influences individuals' attitudes towards school, leading to academic success or failure.Este trabajo tiene como objetivo discutir la relación entre el aprendizaje de los estudiantes de la Educación del Campo desde la perspectiva de la teoría del capital cultural de Pierre Bourdieu. Según el autor, un factor determinante para el éxito o el fracaso escolar es el capital cultural que los individuos heredan de sus familias y los contextos en los que viven, siendo esta herencia cultural diferente para cada clase social. Desde esta perspectiva, al privilegiar la cultura de la clase dominante, la escuela transmite conocimientos de manera desigual, favoreciendo a ciertos grupos en detrimento de otros, lo que contribuye a la reproducción de las desigualdades sociales. El tema se justifica por la necesidad de considerar la importancia de una educación del campo que tenga en cuenta a sus sujetos, sus singularidades y la pluralidad de conocimientos. Este trabajo adopta un enfoque de investigación cualitativa, bibliográfica y exploratoria. Se emplean como aportes teóricos las ideas principales de Arroyo (1999), Bourdieu y Passeron (1992), Bourdieu (1989), Caldart (2003), Charlot (2014), Molina (2004), Xypas (2017), entre otros que ofrecen contribuciones importantes al tema. El capital cultural influye en las actitudes hacia la escuela, lo que afecta el rendimiento académico.ABSTRACT: This study aims to discuss the learning of rural education students from the perspective of Pierre Bourdieu's cultural capital theory. According to Bourdieu, a decisive factor for academic success or failure is the cultural capital that individuals inherit from their families and the contexts in which they live. This cultural inheritance varies according to social class. By privileging the culture of the dominant class, the school unequally transmits knowledge, thus contributing to the reproduction of social inequalities. This theme is justified by the need to reflect on the importance of rural education that considers its subjects, their singularities, and the plurality of knowledge. This study adopts a qualitative research approach, with a bibliographic and exploratory perspective, using as its main theoretical references Arroyo (1999), Bourdieu & Passeron (1992), Bourdieu (1989), Caldart (2003), Charlot (2014), and Xypas (2017). The results indicate that cultural capital influences individuals' attitudes toward school, contributing to their academic success or failure. Furthermore, when rural identities and specificities are not considered, the school may contribute to students' academic failure.