Contribuições bourdieusianas para o ensino fundamental: uma revisão sistemática

Abstract

The present research aims to analyze the contributions of national and international academic production through the Bourdieusian framework for elementary education from 2020 to March 2024, with the objective of understanding its potential for a theory of practice. To achieve this, a bibliographic research approach is proposed, utilizing a systematic literature review to gather national and international articles that adopt a framework based on Pierre Bourdieu’s sociology for the educational field. A systematic review seeks scientific articles published within a specific time frame and filters them based on pre-established criteria. In this research, the criteria considered are articles that discuss elementary education and incorporate Pierre Bourdieu's work for analysis. The review identified a total of 1,112 articles, with 749 from the SciELO platform and 363 from the ERIC platform. After applying filters and inclusion and exclusion criteria, nine articles were selected from both platforms. The selected articles were organized based on the Bourdieusian concepts used, the methodology employed, and the criteria for appropriation of Bourdieu’s theory as proposed by Catani, Catani, and Pereira (2001). We found that five of the nine articles appropriately adopted Pierre Bourdieu’s work, effectively using the concepts and seeking to maintain a praxeological approach throughout the research, while also contributing relevant reflections within the logic of practice. Due to the scarcity of productions and the results found in the reviewed articles, it is evident that there is a need for greater articulation between theory and practice to contribute to the development of a new practical sense within the field of elementary education. It is hoped that this study can contribute to a better understanding of Pierre Bourdieu's work and its implications for educational practice in elementary education.