O campo universitário na UFMG (Brasil) e na UBA (Argentina): o embate entre capital científico e capital pedagógico
This article aims to discuss the university field in Brazil and Argentina from a comparative study of professional teacher development actions carried out in a public university in each of these countries. We draw on Bourdieu to discuss the concept of field and, based upon it, scientific and pedagog...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Repositório Institucional da UFMG |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufmg.br:1843/73912 |
| Acceso en línea: | https://doi.org/10.20396/riesup.v9i00.8661946 http://hdl.handle.net/1843/73912 https://orcid.org/0000-0002-1767-0364 https://orcid.org/0000-0002-5401-4788 |
| Access Level: | acceso abierto |
| Palabra clave: | Campo universitário Capital científico Capital pedagógico Docência universitária Professores universitários Universidades e faculdades -- Brasil Universidades e faculdades -- Argentina Universidade pública |
| Sumario: | This article aims to discuss the university field in Brazil and Argentina from a comparative study of professional teacher development actions carried out in a public university in each of these countries. We draw on Bourdieu to discuss the concept of field and, based upon it, scientific and pedagogical capital at the university field. The methodological approach adopts a qualitative approach linked to the principles of comparative research. Altogether, the comparative analysis presented in this research reveals university fields with marked distinctions regarding the value given to the capitals involved in each field, and these differences are directly related to the place where professional development actions will occupy the university. We defend the existence of another capital within this field, other than scientific capital, already widely discussed by Bourdieu, and we believe that, with another configuration of the university field, pedagogical capital may come to occupy a prestigious place within it. |
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