DESIGUALDAD EDUCATIVA, JERARQUÍAS DE PODER Y VIOLENCIA SIMBÓLICA EN LA FORMACIÓN DE INVESTIGADORES DE LA EDUCACIÓN
This article derives from a case study with a qualitative approach and studies the role of tutoring practices in the formation of scientific habitus for students in a Ph.D. in Education program in Mexico. The theoretical support includes the theory of symbolic fields of production of Pierre Bourdieu...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | México |
| Institución: | Universidad Autónoma de Nayarit |
| Repositorio: | Repositorio Institucional Aramara de la UAN |
| Idioma: | español |
| OAI Identifier: | oai:dspace.uan.mx:123456789/1857 |
| Acceso en línea: | https://doi.org/10.22201/iisue.20072872e.2012.8.76 http://dspace.uan.mx:8080/jspui/handle/123456789/1857 |
| Access Level: | acceso abierto |
| Palabra clave: | tutoría tutores formación de investigadores estudiantes de posgrado tutoring tutors formation of researchers students CIENCIAS SOCIALES [5] |
| Sumario: | This article derives from a case study with a qualitative approach and studies the role of tutoring practices in the formation of scientific habitus for students in a Ph.D. in Education program in Mexico. The theoretical support includes the theory of symbolic fields of production of Pierre Bourdieu together with the approaches of theorists in the field of formation and formation for research. The argument put forward is the result of a cross-reading of cases on what happens in the private sphere of the relationship of tutoring and the research colloquiums, where educational inequality becomes evident as well as power hierarchies and symbolic violence in Ph.D. programs. |
|---|