Dissertations / Theses: 'Cultural capital, aspiration, habitus'

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UBOLDI, ANNA. "Sociogenesi della vocazione artistica. Capitale culturale e habitus negli studenti delle scuole d’arte." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/111540.

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This research explores the educational experiences by means of a qualitative perspective with in-depth interviews and focus groups to young pupils and their parents. The research takes place in, private and public, secondary art schools in Milan. I define art in the space of educational choices, in a Bourdieusian perspective. Young pupils’ choice to study the plastic art represents the primary interest in my research. The artistic pathway is problematized as atypical, an against the grain experience characterized by both manual and intellectual dimensions. I study the meanings of this choice, the educational representations and attitudes of the students, and their parents, as well as the ambitions on the future. I will investigate the school choice, learner identity and the creative aspiration as classed concepts by means of cultural capital tool. I intend to consider how the educational and professional projects are linked to class identity and to neoliberal order. I want to study the class differences in the way in which students orient themselves towards creative educational routes and professional futures. In sum, I will explore the role of secondary art school to reproduce the social differences in terms of educational and professional aspirations.

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Oliveira, Maria Fernanda Celli de [UNESP]. "Trajetória social e sexualidade: a estruturação da identidade de gênero na educação infantil." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/149966.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Esta pesquisa visou a analisar, com base nas trajetórias sociais de três agentes escolares, como a herança cultural e familiar tendem a influenciar na estruturação do habitus em relação às questões de gênero de cada agente, interferindo também no processo de estruturação das crianças da educação infantil, sejam enquanto filhos ou alunos inseridos na Instituição Pública de uma cidade de médio porte do interior paulista, unidade escolar de atuação dos agentes analisados. Apoiado nas concepções de Pierre Bourdieu, este estudo buscou desvendar na práxis como os conceitos de habitus, capital econômico, capital social, capital cultural, herança cultural e ethos podem intervir nas questões relacionadas ao gênero desde a mais tenra idade. Na análise dos dados que foram obtidos com as entrevistas semiestruturadas realizadas com os agentes escolares foi empregado o método praxiológico, também desenvolvido pelo sociólogo e sua equipe. Para uma melhor compreensão da pesquisa, foram utilizadas seções que vão desde a apresentação dos principais conceitos que embasam o trabalho, tais quais desenvolvidos por Bourdieu, até a apresentação e análise dos dados. Assim, buscou-se com este estudo identificar e ressaltar como pode se dar a estruturação do gênero feminino e masculino, desvelando, assim, como o meio social do qual os agentes são oriundos interfere nesse processo tanto pessoal, quanto em relação às crianças com as quais esses agentes têm contato.
This study aimed to analyze, considering the social trajectory of three school agents, how the family and cultural heritage tend to affect the structuring of the habitus regarding the gender issues of each agent. Besides that, it tends to interfere on the structuring process of the early childhood education children, whether as students or children inserted in the public institution of a Sao Paulo inland medium-sized city, school unit where the analyzed agents act. Based on Pierre Bourdieu’s conceptions, this study aimed to unravel in praxis how the concepts of habitus, economic capital, social capital, cultural capital, cultural heritage and ethos may intervene on gender related issues since the early age. In the data analysis obtained with the semi-structured interviews held with the school agents, it was applied the praxeological method, also developed by the mentioned sociologist and his team. For a better understanding of this research, it was used sections that go from presentation of the main concepts that substantiated this work, such as those developed by Bourdieu, until the data presentation and analysis. Thus, this study sought to identify and highlight how both feminine and masculine genders can be structured, revealing how the social environment of which the agents are part of interferes in this personal process as well as regarding the children they have contact with. This makes possible the signaling of how these issues have been treated in and out of school.
CNPq: 831620/1999-4

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Rocha, Eliton da Costa. "Condições para a aquisição do capital cultural no ensino médio." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-11032016-124505/.

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Esta pesquisa analisou as dinâmicas internas em torno do ingresso em uma ETEC (Escola Técnica Estadual) bem conceituada no município de Franco da Rocha na periferia da região metropolitana de São Paulo. A partir de uma análise que buscou compreender a cultura escolar desta instituição por meio de um estudo sobre características sócio-demográficas dos estudantes e de observações de caráter etnográfico do contexto escolar. A expansão do acesso ao ensino superior, o aumento da concorrência nos vestibulares, juntamente com a baixa qualidade das escolas públicas do Ensino Médio, criaram novas tendências nas estratégias de entrada dos alunos nas grandes universidades paulistas. Entre elas, estas escolas públicas diferenciadas que oferecem o curso de ensino médio, configuram-se como uma alternativa de ensino público secundário que possui as maiores notas nos exames de qualidade no ensino (ENEM) e bons resultados na aprovação de seus estudantes nos vestibulares como a FUVEST. A partir da experiência como professor de uma ETEC, esta pesquisa busca compreender as dinâmicas e os dispositivos mobilizados para o ingresso em uma destas instituições na periferia da Grande São Paulo, destacando e acompanhando as iniciativas de engajamento de professores e alunos em um cursinho pré-ETEC que acontece em uma escola pública, de maneira voluntária e acompanhando as dinâmicas desta ETEC. Nesta pesquisa podemos perceber o resultado destas iniciativas em torno do ensino médio e seu impacto social nestes grupos analisando suas trajetórias e sua dinâmica cultural interna
This research analyzed the internal dynamics around the ingress in a reputable ETEC (State Technique School) on the county of Franco da Rocha, on the outskirts of the metropolitan area of São Paulo. From an analysis that went after understanding the school culture of this institution through a study about the socio-demographic characteristics of students by ethnographic methodology. The expansion of the access to higher education, the rise of competition in acceptance exams along with the low quality of high school public institutions, created new tendencies on the strategies for the admission of students in great São Paulo universities. This differentiated public institutions that offers high school, are configured as an alternative of public secondary education that have the highest grades on education quality exams (ENEM) and good results on approvals of it\'s students on admission exams like FUVEST. From the experience as a teacher from ETEC, this research go after understanding the dynamics and mobilized devices for the entrance in one of this institutions on the outskirts of Grande São Paulo, highlighting and following the initiatives of teachers and students engagement on preparatory classes for ETEC that happens in public schools, voluntarily and following the dynamics of this ETEC. In this research we can see the result of this initiatives around the high school and its social impact in these groups analyzing their trajectories and their internal cultural dynamics

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Gondinho, Marta Rochelly Ribeiro. "TrajetÃrias biogrÃficas: o habitus leitor de professoras em Teresina-PI." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4988.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
Esta pesquisa Ã um estudo sobre o habitus leitor de professoras desenvolvido atravÃs de suas trajetÃrias biogrÃficas. De cunho qualitativo a pesquisa propÃs-se analisar a constituiÃÃo do habitus leitor de professoras da rede pÃblica e privada de ensino de Teresina â PiauÃ. Sob a Ãgide da indagaÃÃo de como se constituiu o habitus leitor, buscou-se compreender qual a relaÃÃo do capital cultural com a trajetÃria leitora de professoras. Amparou-se teoricamente na sociologia de Pierre Bourdieu (1992, 1994, 1998, 2007), sobre o conceito de capital cultural, habitus e as contribuiÃÃes da Praxiologia. Utilizou-se ainda os postulados da sociologia da leitura de Bernard Lahire (1997, 2002, 2005, 2006) acerca do conceito de disposiÃÃes, experiÃncias socializadoras e dissonÃncia, bem como na histÃria cultural preconizada por Roger Chartier (2002), sobre a leitura como uma prÃtica cultural historicizada. Para constituir as trajetÃrias, realizou-se entrevistas narrativas pela metodologia da histÃria oral e pela abordagem investigativa da histÃria de vida. Para apropriaÃÃo do perfil dos sujeitos aplicou-se um questionÃrio a quatro professoras entrevistadas. A constituiÃÃo das trajetÃrias permitiu desvelar as experiÃncias de leitura e sua relaÃÃo com a incorporaÃÃo das disposiÃÃes, dando suporte para compreender que existem implicaÃÃes diretas da aquisiÃÃo do capital cultural na formaÃÃo do leitor. Foi possÃvel destacar tambÃm que o significado da leitura para o leitor Ã constituÃdo atravÃs de suas prÃticas sociais e culturais, continuamente proporcionado por atividades socializadoras, desconstruindo em alguns casos a idÃia de reproduÃÃo, ressaltando as vozes dissonantes, cabendo por tanto novas apropriaÃÃes para o conceito de capital cultural. Em consideraÃÃes finais, esta pesquisa instigou o deslocamento da formaÃÃo leitora para o leitor em sua singularidade reconhecendo o lugar das experiÃncias culturais nesta formaÃÃo.
This is a research about the reading habitus of teachers developed along their biographic trajectory. The research has a qualitative aspect, which proposed to analyze the constitution of the reading habitus of teachers of the public and private teaching board of Teresina â PiauÃ. Under the questioning on how the reading habitus was constituted, it was searched to understand which was the relation between the cultural capital and the reader trajectory of teachers. It was supported by the Sociology of Pierre Bourdieu (1992, 1994, 1998, 2007), about the concept of cultural capital, habitus and the contributions of Praxiology. It was still used the proposal of the Sociology of reading of Bernard Lahire (1997,2002, 2005,2006) about the concept of dispositions, socializating experiences and dissonance, also in the cultural history recommended by Roger Chartier (2002), about the reading as a cultural historicized practice. To constitute the trajectories, it was made narrating interviews by the methodology of the oral history and by the investigative approach of the history of life. For the appropriation of the profile of the subjects, it was applied a questionnaire to four interviewed teachers. The constitution of the trajectories permitted to revel the experiences of reading and its relation with the incorporation of the dispositions, giving support to understand that there are direct implications of the acquisition of the cultural capital in the formation of the reader. It was also possible to detach that the meaning of the reading to the reader is built through his/her social and cultural practice, continuously proportioned by socializating activities, deconstructing in some cases the idea of reproduction, emphasizing the out of tune voices, therefore fitting new meanings for the concept of cultural capital. In final considerations, this research stimulated the moving of the reading formation to the reader in its singularities identifying the place of the cultural experiences in such formation.

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Shobrook, Russell Andrew John Roy. "Greenies, growlers and goffers : the development of the Royal Navy habitus." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/9700.

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This thesis applies the theoretical perspective of Bourdieu to investigate the development of a Royal Navy habitus. It is one of the first studies to uncover distinct social processes within the Royal Navy that otherwise would have largely remained unknown to a wider academic audience. An ethnographic methodology was used to investigate the attitudes of serving members of the Royal Navy using an approach that was informed by the Biographical Narrative Interview Method (Wengraf 2001). In my analysis, I constructed a complex picture of how individuals develop a particular habitus, showing how the interplay between the institutional and individual habitus influences the process and pattern of their choice making. Through the development of the institutional habitus and its internalisation by each person, the previously unthinkable becomes possible, the possible becomes routine and not doing the routine, unthinkable. This sets the pattern for subsequent behaviours which are passed on to the next generation. Although each reproduction is subtly different it falls within the broader outline of the institutional habitus as constituted at that time. The Royal Navy creates aspiration through division by developing competition between the different ranks of its personnel within the organisation. Strong familial relationships, kinship bonds and the development of an affective dimension through traineeship produce the Royal Navy habitus that becomes the structuring principle for agents’ future career development. Through the imposition of an institutionally defined cultural capital, agents engage in this process in order to realise their career ambitions.

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Johnson, Victoria. "Policy, practice and assessment : revealing the relationship between the GCSE English assessment and educational reproduction." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/policy-practice-and-assessment-revealing-the-relationship-between-the-gcse-english-assessment-and-educational-reproduction(f1fcbd10-8812-4a70-8c09-24e50676b648).html.

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The impact of neo-liberalism on education policy and practice in England means that assessment at GCSE is higher stakes than ever, not just for the students, for whom it determines access to courses and jobs, but for teachers and schools under ever-increasing pressure to meet performance targets. Given the published evidence regarding the strong relationship between family background, academic achievement and future income, this research considers how the GCSE English assessment contributes to the maintenance of the status quo with regards to advantage and disadvantage. The details of the assessments, the structures of the assessment systems as well as the impact of those systems on schools, teachers and students are matters of policy, hence this research is within the tradition of policy scholarship. In it I set out to engage with and understand policy, and to reveal its impacts through the lens of Bourdieusian thinking. I use interview data from students, teachers and examiners as well as documentary analysis of examination papers and mark schemes in order to give voice to those with lived experiences of the assessment and to explore the case of GCSE English assessment from multiple perspectives. I use the data to examine the ways in which the assessment privileges a culturally specific form of English in a way that necessarily includes and excludes particular groups of students. I reveal how the assessment advantages students with wide world knowledge and privileges the ability to instinctively access formal discourse. Through examining the ways in which teachers, students and examiners conceptualise English GCSE I reveal the relationships between assessment, curriculum and classroom practice and thus uncover the impacts that policy is having on teaching and learning and on teachers and students. As a result I recommend changes in policy as well as in teaching and assessment practices: I recommend that awarding organisations review their procedures to ensure that a greater range of voices informs assessment procedures; I recommend a shift in emphasis in the GCSE English assessment to focus on an understanding of language and the relationships between discourse and power; I recommend that teachers find ways within the classroom to enable students to use their funds of knowledge; and finally, regarding policy, I recommend an open conversation about what is taught, assessed and measured and for what purposes.

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Harris, Krystal. "Transnational Parenting and Cultural Capital : A qualitative study on cultural capital and parenting strategies of English-speaking migrants in Sweden." Thesis, Stockholms universitet, Sociologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-168984.

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This study explores how English-speaking migrant parents in Sweden value transnational and linguistic cultural capital, and how they draw upon their own cultural resources in order to help their children acquire these forms of capital and inculcate a habitus. Bourdieu’s theory of cultural capital, social capital and habitus are used in a qualitative study in order to investigate how parents cultural capital was valued in the new cultural context, how they acquired new, more relevant capital for themselves, and how this shaped the aims, expectations and strategies they had to help their children acquire valued forms of capital. Despite possessing a valuable form of linguistic capital, parents sometimes felt themselves to be limited within the Swedish setting, however this was justified due to the opportunities seen to be available for their children. Parents expressed they wished their children to develop a global perspective and develop skills and knowledge that would allow them to operate in transnational settings. In a rapidly changing world, it was difficult to know which skills would be required, but due to their knowledge of multiple national contexts, they felt that they were in a good position to help their children acquire the forms of capital that had been useful for them in their own experiences of migration. The parents negotiated these multiple national settings, taking what they saw as valuable from each, thereby helping their children’s acquisition of both linguistic and transnational capital.

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De, Freitas Xavier. "How Cultural Capital, Habitus, And Social Capital Impacts Pell-Eligible Vermont Students In Navigating The Financial Systems Of Higher Education." ScholarWorks @ UVM, 2017. https://scholarworks.uvm.edu/graddis/721.

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With the US recovering from a recession, a college diploma has become more valuable to avoid unemployment. Despite a college degree's importance, the access to higher education is a challenge for lower income Pell-Eligible Vermont students. For the past three decades, higher education continues to rise in cost faster than family income. Cost is not only an inhibitor for Pell-Eligible Vermont students. The complexities of navigating the financial systems of higher education to acquire aid in order to make college obtainable is also an issue for Pell-Eligible students. In order to successfully navigate these systems, a Pell-Eligible student's habitus, cultural capital, and social capital, greatly influence their decisions about applying to college and being able to successfully participate once accepted. To help understand the experience of Pell-Eligible Vermont students as they navigate the financial system of higher education institutions, I utilized a qualitative case-study phenomenological approach. The study was guided by the following research questions: (1) What are the specific challenges for Pell-Eligible students during their navigation of the financial systems of college? (2) What messages/information/support and from where do Pell-Eligible students receive about financing a college education? (3) How does cultural and social capital, and habitus influence a Pell-Eligible student in navigating the financial systems of higher education? (4) What are the implications for high schools, states, and colleges in providing information for Pell-Eligible students in navigating the college process? The study looked at the experiences of Pell-Eligible students who applied to and were accepted at Green Mountain University (GMU), a public four-year university in the Northeast region of the US. I interviewed undergraduates of GMU, the financial-aid officers of GMU, and professionals from the Vermont Higher Education Agency (VHEA). The goal of the study was to find areas where higher education institutions, high schools, and government agencies, can provide better support, more transparency, and ease the navigation process for Pell-Eligible Vermont students as they make decision and navigate the financial aid process in order to enroll into college after high school graduation.

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Mota, Maria Ã. Braga. "El habitus acadÃmico: El curso de PedagogÃa del PARFOR - URCA y su influencia en la acciÃn docente de los alumnos -profesores." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15315.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
El principal objetivo de esta investigaciÃn fue analizar cÃmo la acciÃn del campo de currÃculo PARFOR PedagogÃa - PolÃtica Nacional de la EnseÃanza de FormaciÃn, URCA (Universitario Regional de Cariri), influye en la prÃctica docente de los estudiantes que ya tienen la profesiÃn docente como resultado de la incorporaciÃn de habitus o medidas acadÃmicas. Para guiar las discusiones en un compaÃero de entrenamiento cobertizo, los nuevos conceptos de habitus, campo y capital cultural en Bourdieu. Dirigido a subjetivo y objetivo anÃlisis de la mediaciÃn, que Bourdieu llama praxiologÃa. Los sujetos fueron cuatro profesores de recuento de Crato-CE de la Municipalidad, que asisten a la licencia. La metodologÃa se utilizÃ inicialmente, la entrevista semiestructurada, aplicada a la superficie total general de los estudiantes, que se suma treinta y cuatro. En la segunda fase nos complementamos con el testimonio de los cuatro sujetos informantes. Como resultado, se produjo la importancia de la titulaciÃn a su vida personal, su desarrollo profesional a los compaÃeros y las prÃcticas de reafirmaciÃn dichas por ellos ya desarrollado en sus actividades docentes en las aulas que necesitaban base teÃrica a tierra ellos. AfirmÃ que el campo curricular experimentado en el curso de formaciÃn de estos profesores llegÃ influencia en sus relaciones en la escuela, en su prÃctica docente.
O objetivo central desta investigaÃÃo foi analisar como o campo de aÃÃo do currÃculo do curso de Pedagogia do PARFOR - PolÃtica Nacional de FormaÃÃo do MagistÃrio, da URCA (Universidade Regional do Cariri), influencia na prÃtica docente dos alunos que jÃ exercem a profissÃo de professor, resultado da incorporaÃÃo do habitus ou disposiÃÃes acadÃmicas. Para orientar as discussÃes em uma vertente sÃcio formativa, foram usados os conceitos de habitus, campo e capital cultural, em Bourdieu. Abordaram-se anÃlises subjetivas e objetivas por uma mediaÃÃo, que Bourdieu chama de praxiologia. Os sujeitos desta pesquisa foram quatro professoras do quadro efetivo do MunicÃpio do Crato-CE, que cursam a licenciatura. Como metodologia utilizou-se inicialmente, a entrevista semiestruturada, aplicada ao total geral de alunos da sala, que soma trinta e quatro. No segundo momento complementamos com depoimento dos quatro sujeitos informantes. Como resultados, observou-se a importÃncia da titulaÃÃo para sua vida pessoal, sua valorizaÃÃo profissional perante seus pares e a reafirmaÃÃo de prÃticas ditas por elas jÃ desenvolvidas nas suas atividades docentes em salas de aulas que necessitavam de embasamento teÃrico para fundamentÃ-las. Asseverou-se que o campo do currÃculo vivenciado no curso de formaÃÃo dessas professoras veio influenciar nas suas relaÃÃes na escola, na sua prÃtica docente.

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Musto, Fernanda Maria Fornaziéri [UNESP]. "Capital cultural e habitus em professores de educação profissional de nível técnico influenciando o ato educativo." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/90310.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este estudo pretende, ao analisar o contexto de vida de 22 docentes de educação profissional de nível técnico em atuação no Senac da cidade de Jaboticabal, identificar o capital cultural e o habitus destes professores, e, nessa direção, iniciar a análise de como esses fatores contribuem para as crenças levadas até a prática educacional. A análise está baseada em questionários feitos com todos os 22 docentes, e em entrevistas feitas com 5 destes professores de cursos diferentes, escolhidos aleatoriamente.Inicialmente foi feito um estudo sobre o histórico do Senac no Brasil no contexto da educação profissionalizante, e de como está organizada esta instituição no Estado de São Paulo. Ainda foram levantadas características do Senac na cidade de Jaboticabal e sua importância na formação de jovens e adultos daquela pequena região. Depois, foram apresentados, a partir dos estudos de Pierre Bourdieu, as características que, combinadas às experiências de vida dos professores dessa instituição na cidade citada, são fundamentais para a compreensão do conjunto de crenças e expectativas que exercem, na hipótese levantada nesse estudo, influência sobre o ato educativo. Por fim, concluímos algumas questões que indicam caminhos possíveis para a compreensão da forma de trabalho dos docentes no contexto da educação profissional de nível técnico.
This study intends, by analyzing the context s of life from 22 teachers of professional education working on Senac in the city of Jaboticabal, to identify the cultural capital and the habitus from these teachers, and, consequently, to initiate the analysis of how these factors have contributed with the beliefs taken into the educational practice. The analysis is based on questionnaires answered by everyone of the 22 teachers studied and in interviews made with 5 of these teachers from different courses, chosen at random. Initially it was done a historical research on Senac in Brazil in the context of professional education, and how this institution is organized in the state of São Paulo. Characteristics of Senac in the city of Jaboticabal were also studied, and their importance in the education of young people and adults in that small region. In the sequence, based on the studies elaborated by Pierre Bourdieu, there were presented the characteristics which, combined with life experiences from teachers of the institution in the mentioned city, are fundamental to the comprehension of the group of beliefs and expectations that exert, in the hypothesis raised in this study, influence over the educational moment. Finally, some questions were concluded that indicate possible ways to the comprehension of the work form of teachers in the context of the professional education on the technical level.

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Musto, Fernanda Maria Fornaziéri. "Capital cultural e habitus em professores de educação profissional de nível técnico influenciando o ato educativo /." Araraquara : [s.n.], 2008. http://hdl.handle.net/11449/90310.

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Orientador: Luci Regina Musseti
Banca: Ademil Lopes
Banca: Paulo César Cedran
Resumo: Este estudo pretende, ao analisar o contexto de vida de 22 docentes de educação profissional de nível técnico em atuação no Senac da cidade de Jaboticabal, identificar o capital cultural e o habitus destes professores, e, nessa direção, iniciar a análise de como esses fatores contribuem para as crenças levadas até a prática educacional. A análise está baseada em questionários feitos com todos os 22 docentes, e em entrevistas feitas com 5 destes professores de cursos diferentes, escolhidos aleatoriamente.Inicialmente foi feito um estudo sobre o histórico do Senac no Brasil no contexto da educação profissionalizante, e de como está organizada esta instituição no Estado de São Paulo. Ainda foram levantadas características do Senac na cidade de Jaboticabal e sua importância na formação de jovens e adultos daquela pequena região. Depois, foram apresentados, a partir dos estudos de Pierre Bourdieu, as características que, combinadas às experiências de vida dos professores dessa instituição na cidade citada, são fundamentais para a compreensão do conjunto de crenças e expectativas que exercem, na hipótese levantada nesse estudo, influência sobre o ato educativo. Por fim, concluímos algumas questões que indicam caminhos possíveis para a compreensão da forma de trabalho dos docentes no contexto da educação profissional de nível técnico.
Abstract: This study intends, by analyzing the context s of life from 22 teachers of professional education working on Senac in the city of Jaboticabal, to identify the cultural capital and the habitus from these teachers, and, consequently, to initiate the analysis of how these factors have contributed with the beliefs taken into the educational practice. The analysis is based on questionnaires answered by everyone of the 22 teachers studied and in interviews made with 5 of these teachers from different courses, chosen at random. Initially it was done a historical research on Senac in Brazil in the context of professional education, and how this institution is organized in the state of São Paulo. Characteristics of Senac in the city of Jaboticabal were also studied, and their importance in the education of young people and adults in that small region. In the sequence, based on the studies elaborated by Pierre Bourdieu, there were presented the characteristics which, combined with life experiences from teachers of the institution in the mentioned city, are fundamental to the comprehension of the group of beliefs and expectations that exert, in the hypothesis raised in this study, influence over the educational moment. Finally, some questions were concluded that indicate possible ways to the comprehension of the work form of teachers in the context of the professional education on the technical level.
Mestre

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GONDINHO, Marta Rochelly Ribeiro. "Trajetórias biográficas: o habitus leitor de professoras em Teresina-PI." http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/3647.

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GONDINHO, Marta Rochelly Ribeiro. Trajetórias biográficas: o habitus leitor de professoras em Teresina-PI. 2010. 148f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010.
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This is a research about the reading habitus of teachers developed along their biographic trajectory. The research has a qualitative aspect, which proposed to analyze the constitution of the reading habitus of teachers of the public and private teaching board of Teresina – Piauí. Under the questioning on how the reading habitus was constituted, it was searched to understand which was the relation between the cultural capital and the reader trajectory of teachers. It was supported by the Sociology of Pierre Bourdieu (1992, 1994, 1998, 2007), about the concept of cultural capital, habitus and the contributions of Praxiology. It was still used the proposal of the Sociology of reading of Bernard Lahire (1997,2002, 2005,2006) about the concept of dispositions, socializating experiences and dissonance, also in the cultural history recommended by Roger Chartier (2002), about the reading as a cultural historicized practice. To constitute the trajectories, it was made narrating interviews by the methodology of the oral history and by the investigative approach of the history of life. For the appropriation of the profile of the subjects, it was applied a questionnaire to four interviewed teachers. The constitution of the trajectories permitted to revel the experiences of reading and its relation with the incorporation of the dispositions, giving support to understand that there are direct implications of the acquisition of the cultural capital in the formation of the reader. It was also possible to detach that the meaning of the reading to the reader is built through his/her social and cultural practice, continuously proportioned by socializating activities, deconstructing in some cases the idea of reproduction, emphasizing the out of tune voices, therefore fitting new meanings for the concept of cultural capital. In final considerations, this research stimulated the moving of the reading formation to the reader in its singularities identifying the place of the cultural experiences in such formation.
Esta pesquisa é um estudo sobre o habitus leitor de professoras desenvolvido através de suas trajetórias biográficas. De cunho qualitativo a pesquisa propôs-se analisar a constituição do habitus leitor de professoras da rede pública e privada de ensino de Teresina – Piauí. Sob a égide da indagação de como se constituiu o habitus leitor, buscou-se compreender qual a relação do capital cultural com a trajetória leitora de professoras. Amparou-se teoricamente na sociologia de Pierre Bourdieu (1992, 1994, 1998, 2007), sobre o conceito de capital cultural, habitus e as contribuições da Praxiologia. Utilizou-se ainda os postulados da sociologia da leitura de Bernard Lahire (1997, 2002, 2005, 2006) acerca do conceito de disposições, experiências socializadoras e dissonância, bem como na história cultural preconizada por Roger Chartier (2002), sobre a leitura como uma prática cultural historicizada. Para constituir as trajetórias, realizou-se entrevistas narrativas pela metodologia da história oral e pela abordagem investigativa da história de vida. Para apropriação do perfil dos sujeitos aplicou-se um questionário a quatro professoras entrevistadas. A constituição das trajetórias permitiu desvelar as experiências de leitura e sua relação com a incorporação das disposições, dando suporte para compreender que existem implicações diretas da aquisição do capital cultural na formação do leitor. Foi possível destacar também que o significado da leitura para o leitor é constituído através de suas práticas sociais e culturais, continuamente proporcionado por atividades socializadoras, desconstruindo em alguns casos a idéia de reprodução, ressaltando as vozes dissonantes, cabendo por tanto novas apropriações para o conceito de capital cultural. Em considerações finais, esta pesquisa instigou o deslocamento da formação leitora para o leitor em sua singularidade reconhecendo o lugar das experiências culturais nesta formação.

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Haeger, Heather Anne. "At the Intersection of Class and Disability: The Impact of Forms of Capital on College Access and Success for Students with Learning Disabilities." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145292.

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This research addresses how socioeconomic status impacts the ways that students with learning disabilities and their families interact with the school system and the consequences of these interactions. This will inform policy on special education, and college level services and accommodations for students with learning disabilities. In addition to exploring general patterns of college attendance for students with learning disabilities, this research will include an analysis of what factors best predict college attendance and persistence for students with learning disabilities. Specifically, the forms of capital framework including economic, social, and cultural capital along with habitus are used to understand issues of access and success in college. The primary findings of this study include a) the intersection of socioeconomic status and disability create an extreme form of stratification in college attendance for students with learning disabilities, b) each form of capital is significantly related to college attendance, c) measures of habitus are some of the strongest predictors of college attendance, d) forms of capital best predict college attendance at four-year colleges and universities and are less predictive for other forms of post-secondary education, and e) current models of college persistence may not be accurate for this population of students.

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Newton, Steven John. "Resisting education: A capital idea." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/125534/1/Steven_Newton_Thesis.pdf.

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This study examines an alternative education program for students displaying challenging behaviours in mainstream schools in Queensland. It identifies how some students are disempowered in both mainstream schools and alternative education and how this leads to ongoing challenging behaviours. This thesis draws on Bourdieu's theories of habitus, cultural and social capital as well as resistance theory (Willis, 1977) and identifies a novel capital termed as justice capital as an unrecognised resource with the potential to empower these students to achieve greater educational success. The study concludes that providing effective alternative education pathways necessitates providing educational experiences that empower these students.

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Kupski, Larisse. "A dinâmica do campo das políticas culturais no município do Rio Grande." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/55081.

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O campo das políticas culturais do município do Rio Grande era bastante incipiente até recentemente, existindo basicamente em função de eventos, porém durante a década de 10 novas políticas surgiram no campo, impulsionando novas ações e práticas. Em parte, as novas ações são influenciadas pelas políticas culturais federais, que a partir da posse do presidente Luis Inácio Lula da Silva, e à ascensão do Partido dos Trabalhadores ao governo federal, sofreu profundas mudanças na forma como são entendidas, desenvolvidas e implementadas, com a intenção de atender a diversidade existente no país e democratizar a gestão das políticas públicas. Além das políticas governamentais, as políticas culturais também são orientadas por grupos e organizações que não pertencem ao poder público, e que muitas vezes vão de encontro com as políticas definidas por este. Estudos que analisem como e quais são as políticas culturais que estão sendo materializadas nos municípios, também problematizando como se deu a implementação dos novos programas federais nesses, são necessários. Esse estudo busca compreender qual foi a dinâmica do campo das políticas culturais no município do Rio Grande entre os anos de 2000 e 2010. Para a realização do estudo foi utilizado os conceitos teórico-metodológicos de Pierre Bourdieu. A partir dos conceitos de campo, capital, habitus e estratégia, identificaram-se no campo os agentes envolvidos com as políticas culturais no município, suas relações, disputas e estratégias. O estudo é de cunho qualitativo e os elementos para análise foram obtidos através de pesquisa documental, observação direta, diário de campo e entrevistas feitas com diferentes agentes do campo e das instituições que o compõe. Foram identificados três períodos principais no campo: década de 90 e início do anos 2000, como um período de esfriamento e quase estagnação no campo; 2004 a 2008, período de retomada de políticas no campo, com a criação de um ponto de cultura e adesão ao Sistema Nacional de Cultura e; 2010, ano que configura novas ações no campo e indica a situação atual das políticas culturais no município. Foi possível perceber a influência das políticas culturais nacionais no campo do município, por detrás da retomada de políticas no segundo período destacado, o que levou a novas disputas no campo, impulsionando a presença de alguns agentes. Mesmo com uma maior abertura no período final do estudo, as práticas elitistas do campo das políticas culturais do município do Rio Grande configuram o habitus legitimado do campo. A posse e o volume dos capitais econômico, social e cultural comandam a distribuição dos agentes e instituições pelo campo. A principal forma de perceber o poder dos capitais presentes está na capacidade do agente/instituição incentivar ou ser o propulsor de ações e políticas culturais.
The field of cultural policies of the city of Rio Grande was incipient until recently, existing primarily as a result of events. However during the decade of the 10 new policies emerged in the field, driving new initiatives and practices. Partially, the new actions are influenced by federal cultural policies which, since the election of President Luis Inacio Lula da Silva, and the rise of the Partido dos Trabalhadores to the federal government, has undergone profound changes in how they are understood, developed and implemented, with the intention to meet the diversity of the country and to democratize the management of public policies. In addition to government policies, cultural policies are also oriented by groups and organizations that do not belong to the government, and often run counter with the policies established by this. Studies that examine how and which are the cultural policies being materialized in the cities, also questioning how the implementation of these new federal programs was performed, are required. This study seeks to understand what was the dynamic of the cultural policies field in the city of Rio Grande between the years 2000 and 2010. For the study it was used the theoretical and methodological concepts of Pierre Bourdieu. The concepts of field, capital, habitus and strategy, made possible to identify the agents involved with the cultural policies field of the city, their relationships, disputes and strategies. The study is of qualitative nature and the elements for analysis were obtained through documentary research, direct observation, field diary and interviews with different agents and institutions that compose the field. It was identified three main periods in the field: the 90s and early 2000s as a period of cooling and near stagnation in the field; from 2004 to 2008, a period of renewal of policies in the field, the creation of a point of culture and adherence to Sistema Nacional de Cultura; 2010, the year that sets new actions in the field and indicates the current situation of cultural policies in the city. It was possible to see the influence of national cultural policies in the field of the city, behind the return of policies in the second period highlighted, which led to new disputes in the field, boosting the presence of some agents. Despite a greater openness in the final period of the study, the elitist practices of the cultural policies field of the city, shapes the legitimized habitus of the field. The possession and the volume of the economic, social and cultural capitals commands the distribution of agents and institutions in the field. The main way to realize the power of capital present in the field is the ability of the agent/institution to encourage or be the driver of cultural policy actions.

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Ako, Nadidam. "Föräldraengagemang, finns det olika sätt? : En studie om en grupp mödrars förhållningssätt till föräldraengagemang." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21239.

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Purpose: The purpose of this qualitative study was to illustrate and analyze the approach and parental involvement of a group of mothers in their children's schooling. Also their reflections on parental involvement will be highlighted and what the parents experience as obstacles in their involvement. Method: I conducted six semi structured interviews for my research. I chose to interview six mothers who have a child in the sixth grade. I chose specifically the sixth grade because the mothers will have had quite a few contacts with the school at this point. I also chose not to reveal their ethnicity because they cannot represent a whole ethnic group anyway. Result: The result of my interviews show that the parents have different approaches when it comes to parental involvement. The approaches are different between the mothers but one thing they have in common is that they care about their children. Conclusion: One of the conclusions of this study is that the parents who do not participate in meetings and activities at school, are either because of language barrier or lack of information concerning what the school expects of them. Furthermore the study shows that their lack of participation in school activities does not mean that they are not involved as parents. Instead they express their involvement in different ways, mainly in their homes.

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Ramos, Maria da Luz. "O capital cultural dos altos funcionários públicos cabo-verdianos: um estudo sobre os directores-gerais." Doctoral thesis, Instituto Superior de Ciências Sociais e Políticas, 2016. http://hdl.handle.net/10400.5/12737.

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Tese de Doutoramento em Ciências Sociais
A importância e o protagonismo dos altos funcionários públicos na dinâmica das sociedades modernas motivou o presente trabalho que procurou aferir, por um lado, o capital cultural e, por outro, o modo como este contribui para a definição do perfil dos directores-gerais de Cabo Verde. A pesquisa envolveu trabalho de campo e observação, bem como a aplicação de um inquérito por questionário e a realização de entrevistas aos directores-gerais. Os resultados revelaram a existência de um grupo pouco coeso que alcançou uma posição distinta na sociedade através da reconversão do valor formal e simbólico dos seus diplomas de ensino superior obtidos no estrangeiro, visto que o país não teve ensino universitário público até 2006. Apurou-se também que, contrariamente à tese de Bourdieu sobre a reprodução das estruturas familiares de capital cultural, os directores-gerais cabo-verdianos sofreram um processo de mobilidade social inter-geracional
The importance and the role of high civil servants in the dynamics of modern societies motivated the present study that sought to assess, on the one hand, the cultural capital and, on the other, how this contributes to the definition of the profile of the general-directors of Cape Verde. The research involved fieldwork and observation, as well as the application of a survey and interviews to the general-directors. The results revealed the existence of a weak cohesive group that has achieved a distinctive position in society through the conversion of formal and symbolic value of their higher education diplomas obtained abroad, since the country had no public university until 2006. It was also found that, contrary to the thesis of Pierre Bourdieu on the reproduction of family structures of cultural capital, the capeverdeans general-directors have undergone a process of intergenerational social mobility.
N/A

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Genovez, Luiz Gonzaga Roversi [UNESP]. "Homo magister: conhecimento e reconhecimento de uma professora de ciências pelo campo escolar." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/101999.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o “capital docente” nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências.
By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu’s works, it was possible to identify the “teacher’s capital” in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the “heretical strategies” such those presented by the teacher M.

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Qazi, Kamal. "Practitioners' perspective on competitiveness : a Bourdieusian approach." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/practitioners-perspective-on-competitiveness-a-bourdieusian-approach(fef24b5a-f020-41de-96a5-1f7513baa3da).html.

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UK policy-makers, politicians and practitioners over the past few years have based the narrative of competitiveness around the idea of 'rebalancing the economy'. This entails viewing competitiveness as a rational process (through the Porterian lens) and identifies strategies from a top-down perspective. However, there is generally a lack of understanding of how competitiveness is practiced from the bottom-up. Therefore, this study adopts a practice-based perspective to investigate competitiveness from a practitioner's perspective. In this thesis, Bourdieu's habitus and reflexivity is used along with Maclean, Harvey and Chia's notion of life history storytelling through the lens of sensemaking and legitimacy. The thesis employs a constructivist perspective to collect and analyse qualitative evidence from 41 practitioners during the two phases of data collection. The data was analysed using thematic analysis, codes generated and inferences made. In the pilot-study (Delphi-study and semi-structured interviews), senior strategists (20) practicing in local enterprise partnerships (LEP's), universities, regional development agencies, manufacturing associations and various manufacturing firms confirmed the initial assumption that policy is prescriptive and rationalistic. The second phase consisted of semi-structured interviews (21) with senior, middle and lower level practitioners belonging to various types of manufacturing firms and allied services. The main contributions of the thesis are that (1) reflexive practitioner's past experiences shaped existing practices and perceptions of competitiveness and (2) three distinct thresholds of competitiveness inform the position of the practitioner and their desire to be competitive. This has implications for policy and practice.

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Hutchison, Micol. "First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4013.

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While quantitative research has determined that first-generation college students (FGS) are less likely to interact with faculty than are their non-FGS peers, this qualitative study examines how incoming first-year college students, both FGS and non-FGS, perceive faculty-student interaction and whether they consider it important. Addressing different types of interaction with college instructors, both in-class and out-of-class, participants across a range of FGS status shared their views through surveys, individual interviews, and focus groups. Focusing specifically on incoming first year students, this study also explores the motives for, impediments to, and encouragements to faculty-student interaction that students identify. Finally, the study examines the origins of students’ perceptions of such interactions. It finds that FGS and non-FGS come to college with different cultural and social capital pertaining to this, and that non-FGS have a greater familiarity with the field and expected habitus of college. However, FGS demonstrate an ability to access their social capital in order to obtain valuable knowledge that informs their perceptions of college and of faculty-student interaction. Further, in the focus groups, FGS described emerging comfort with faculty over the course of their first months of college. The origins of students’ perceptions often differed, as non-FGS were more likely to describe being influenced by family, while FGS more often explained how they accessed their social capital in order to obtain cultural capital and practical knowledge regarding college and faculty-student interaction. Meanwhile, FGS’ and non-FGS’ motives for interacting with faculty, and the impediments and encouragements they identified, were frequently similar. The motives included their desire to learn and share opinions, as well as their interest in obtaining letters of recommendation in the future, while comfort with classmates and faculty and interest in class were commonly named as encouragements to interact with faculty.

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Bibby, Emily Katherine. "Making the American Aristocracy: Women, Cultural Capital, and High Society in New York City, 1870-1900." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/33733.

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For over three decades, during the height of Gilded Age economic extravagance, the women of New York High Society maintained an elite social identity by possessing, displaying, and cultivating cultural capital. Particularly, High Society women sought to exclude the Nouveaux Riches who, after amassing vast fortunes in industry or trade, came to New York City in search of social position. High Society women distinguished themselves from these social climbers by obeying restrictive codes of speech, body language, and dress that were the manifestations of their cultural capital. However, in a country founded upon an ethos of egalitarianism, exclusivity could not be maintained for long. Mass-circulated media, visual artwork, and etiquette manuals celebrated the Society womanâ s cultural capital, but simultaneously popularized it, making it accessible to the upwardly mobile. By imitating the representations of High Society life that they saw in newspapers, magazines, and the sketches of Charles Dana Gibson, Nouveau Riche social climbers and even aspirant middle and working class women bridged many of the barriers that Society women sought to impose.
Master of Arts

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Sheng, Xiaoming. "A study of parental involvement in children's higher education choice in China : habitus, cultural, social and economic capital and educational inequality." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611811.

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Jones, DeShauna D. "Habitus and Heart Health: Using Bourdieu to Interpret Socioeconomic and Racial Disparities in Physical Activity Participation." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1254257684.

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Korhonen, Anja, and Zingmark Ida Åberg. "Fysisk aktivitet - ett eget val? : En enkätstudie om vad som påverkar ungdomars fysiska aktivitet." Thesis, Umeå universitet, Pedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124819.

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Physical inactivity is a growing concern among adolescents, which is the fundamental issue addressed in this study. The purpose of this study was to gain more knowledge about adolescents’ physical activity habits and the factors that influence physical activity. The study was based on a questionnaire consisting of 23 questions. The participants were 149 upper secondary school pupils between 15-19 years old from Östersund who studied both theoretically and practically oriented programs. Based on the World Health Organization [WHO] recommendations on physical activity the adolescents were categorized as active and inactive, and then compared with various background factors that previous research has demonstrated as being important determinants of physical activity. These factors were socioeconomic background, parental influence, sex and ethnicity. The results showed that most active adolescents are also active in sports clubs (p <0.05), has the highest final grade in the subject physical education and health in school year 9 (p <0.05), attends a theoretical program (p <0, 05), has a high educational capital (p <0.05), has a high sporting capital (p <0.05), is more motivated to physical activity (p <0.05) and have more support from their parents (p <0.05). The results was discussed by using the framework suggested by Bourdieu, habitus and capital.

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Lima, Mariza Antonia Machado de. "Formação continuada de professores de Matemática: processos formativos e possibilidades de ruptura." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10964.

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Secretaria da Educação do Estado de São Paulo
This work aims to investigate the actions of continuing education offered by government agencies, seeking to diagnose the limits and potential of these actions as facilitators of teaching, as well as identifying the relationships between these processes and the training needs of teachers about their educational practice. A qualitative study was conducted through the analysis of documents, relating to the shares of continuing education for teachers of Basic Education of the Public São Paulo, made available by a Board of Education of the Interior of St. Paul, on the site of the Secretary of State Education of São Paulo and in the archives of the researcher, and analysis of 43 (forty-three) questionnaires answered by mathematics teachers participating shares offered training and analysis of interviews with three of those teachers. The data analysis was performed by means of narratives told through the lives of the teachers interviewed formative taking as reference the concepts of Social Capital, Cultural Capital and Habitus of Pierre Bourdieu. The information contained in the questionnaires allowed profiling of mathematics teachers participating in the training activities offered and to identify perceptions about the actions of these teachers who participated. For analysis of the statements of teachers consider three categories: Motivations, Strengths and Weaknesses. The analysis of these categories identified that the professional performance, student learning and the salary issue have been the factors that has mobilized teachers to participate in continuing education activities, and that the training activities has enabled teachers knowledge curriculum, teaching, on evaluation, technology, and exchanging experiences. The analysis shows that in some ways the formative processes offered by public agencies, disruptive to the educational practice of mathematics teachers participating in these processes, as they are constituted as social spaces that allow the incorporation of cultural capital and production of new habitus. However, the testimonies reveal some weaknesses of these actions, since they are punctual, opportunities are not given to all teachers, are held in bulk and do not consider the reality of each school
O objetivo deste trabalho é investigar as ações de formação continuada oferecidas pelos órgãos públicos, procurando diagnosticar os limites e potencialidades dessas ações enquanto facilitadoras do trabalho docente, bem como identificar as relações entre esses processos formativos e as necessidades dos professores quanto à sua prática educativa. A pesquisa de abordagem qualitativa foi realizada por meio da análise de documentos, referentes às ações de formação continuada de professores da Educação Básica da Rede Pública de São Paulo, disponibilizados por uma Diretoria de Ensino do Interior de São Paulo, no site da Secretaria de Estado da Educação de São Paulo e em arquivos da própria pesquisadora, além de análise de 43 (quarenta e três) questionários respondidos por professores de Matemática participantes das ações de formação oferecidas e da análise de entrevistas realizadas com três desses professores. A análise das entrevistas foi realizada por meio de narrativas contadas a partir da trajetória formativa dos professores entrevistados tendo como referencia os conceitos de Capital Social, Capital Cultural e Habitus de Pierre Bourdieu. As informações contidas nos questionários permitiram traçar o perfil dos professores de Matemática participantes das ações formativas oferecidas, bem como identificar as percepções desses professores sobre as ações que participaram. Para análise dos depoimentos dos professores consideramos três categorias: Motivações; Potencialidades e Fragilidades. A análise dessas categorias possibilitou identificar que a atuação profissional, a aprendizagem dos alunos e a questão salarial têm sido os fatores que mais tem mobilizado os professores a participar das ações de formação continuada, e que as ações formativas tem possibilitado aos professores conhecimento curricular, didático, sobre avaliação, tecnologia, além da troca de experiências. A análise dos resultados nos mostra que de certa forma os processos formativos oferecidos pelos órgãos públicos, provocam rupturas à prática educativa dos professores de Matemática participantes desses processos, à medida que se constituem como espaços sociais que possibilitam a incorporação de Capital Cultural e produção de novos habitus. Contudo, os depoimentos revelam algumas fragilidades dessas ações uma vez que elas são pontuais, não são oportunizadas a todos os professores e são realizadas em massa, não considerando a realidade de cada escola

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English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16027/1/Rebecca_English_Thesis.pdf.

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Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees. This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market. Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education. The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling. It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.

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English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16027/.

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Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees. This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market. Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education. The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling. It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.

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Souza, Roger Marchesini de Quadros. "Regime de ciclos com progressão continuada nas escolas públicas: um cenário para o estudo dos impactos das mudanças educacionais no capital cultural e habitus dos professores." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/10397.

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The aim of this study is to contribute to the comprehension of how the changes entailed in the educational reform work and are expressed. It was accomplished based on a research about the new set, relative to the scholar organization, created by the changes introduced with the implantation of Cycle Regime with Ongoing Progression at elementary education in public schools from São Paulo. The initial hypothesis was that the this implantation would modify, meaningfully, the school time organization, what would generate a direct impact with the cultural capital and habitus of the teachers. The research took place in 2003 in two public schools from São Paulo state net subordinated to the same Teaching Board. It was made through interviews to two teachers in each school who worked at the second cycle of elementary school, 5th to 8th grades, at a total of four, and to the pedagogic coordinators that were working at this duty since the implantation of the reform. It was also performed the collection and analysis of school documents which expressed the school time organization. This job used the Pierre Bourdieu theoretical corpus as reference, mainly the cultural capital, arbitrary cultural dominant, strategies and habitus, to verify the resulting impact of the reform quoted at the consolidated docent practices. It was testified that the initial hypothesis, concerning the school time, was not proved. Nevertheless, the direct impact on the teacher s cultural capital and habitus regarding to meritocracy, which prizes and settles an ideal student pattern, the pedagogic authority reduction on behalf of ongoing progression that makes impossible the power of the decision about the retention or approval of the pupils, and the valorization and defense of the transmission of scholar contents without which school becomes devoid of its leading duty, was evidenced. Finally the adoption of strategies such as the defense of the Grade Board strengthening and the reduction of the cycles duration from four two years aiming at overcoming these impacts and its effects that are considered damaging, by the docents, to public schools and the pupils future.
Este estudo tem a finalidade de contribuir para a compreensão de como operam e se expressam as mudanças envolvidas em reformas educacionais. Realizou-se a partir de uma pesquisa sobre o novo cenário, relativo à organização escolar, criado pelas alterações introduzidas com a implantação do Regime de Ciclos com Progressão Continuada no Ensino Fundamental das escolas públicas paulistas. Partiu-se da hipótese inicial de que a implantação da referida reforma alteraria significativamente a organização do tempo escolar o que geraria um impacto direto no capital cultural e habitus dos professores. A pesquisa foi realizada em 2003 em duas escolas públicas, da rede estadual paulista subordinadas à mesma Diretoria de Ensino, por meio de entrevistas com dois professores de cada escola, de segundo ciclo do Ensino Fundamental, 5ª à 8ª séries, num total de quatro, com os professores coordenadores pedagógicos de cada unidade escolar, que estivessem no exercício dessa função desde a implantação da referida reforma. Foi também, realizada a coleta e análise dos documentos escolares que expressam a organização do tempo escolar. Este trabalho tem como referência o corpo teórico de Pierre Bourdieu privilegiadamente os conceitos de capital cultural, arbitrário cultural dominante, estratégias e habitus para se verificar o impacto resultante da implantação da reforma em tela nas práticas docentes consolidadas. Constatou-se que a hipótese inicial, no que se refere à organização do tempo escolar, não se comprovou. No entanto, emergiu, ao longo da pesquisa, o impacto direto sobre o capital cultural e habitus dos professores referentes a meritocracia, que valoriza e estabelece um padrão de aluno ideal, a redução da autoridade pedagógica em função da progressão continuada que impossibilita o exercício do poder de decisão sobre a retenção ou aprovação do alunado e, a valorização e defesa da transmissão dos conteúdos escolares sem o que a escola fica esvaziada de sua função precípua. Finalmente a adoção de estratégias, como, por exemplo, a defesa do fortalecimento do Conselho de Série e da redução do período de duração dos ciclos de quatro para dois anos visando a superação desses impactos e seus efeitos que são considerados danosos, pelos docentes, à escola pública e ao futuro dos alunos.

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Almeida, Fabio Fetz de. "A leitura e a escrita como prática religiosa: um estudo de caso sobre crianças e adultos pertencentes à Igreja Metodista." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10742.

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Secretaria da Educação do Estado de São Paulo
The research examined the influence of the religious practices of the Methodist Church and its Sunday School on the process of literacy, in the year 2008. Through a case study involving the techniques of observation, two families were selected for a detailed study. The instruments used to develop this research was semi-structured interviews, the observation of the religious cult and the Sunday School practices development in the weekends, and the analysis of the pedagogical material used in the Sunday School. The objective was to observe the practices of literacy to which children and adults were exposed. The following hypothesis guided the research: the learning practices of the Sunday School and the family relationship, although based on the religion dogmas, involves literacy exercises that encourage the development of skills of writing in children. The study group was composed by two children in school age (between ten and thirteen years old) and their families. The reading and writing practices of the select families was analyzed through the concepts of habitus and cultural capital (Bourdieu, 2007) and family configuration (Lahire, 2004). It was observed that the investigated religious field has solid social values that contribute positively to the learning process of the younglings through the social practices development in the Sunday School. Thus, the embodiment of cultural capital as habitus and the ways of production of symbolic goods in the religious field has contribute to the development of writing, reading and interpretation skills of the select group
A pesquisa examinou a influência das práticas religiosas da Igreja Metodista e de sua escola dominical sobre o processo de letramento, durante o ano de 2008. Por meio de um estudo de caso que envolve as técnicas de observação, duas famílias foram selecionadas para um estudo aprofundado. Os instrumentos utilizados para empreender a pesquisa foram entrevistas semi-estruturadas, a observação das práticas desenvolvidas nos finais de semana durante o culto religioso, na escola dominical e a análise do material pedagógico utilizado na escola dominical. O objetivo era o de observar as práticas de letramento aos quais crianças e adultos eram expostos. A seguinte hipótese norteou a pesquisa: as práticas de aprendizagem na escola dominical e as relações familiares, embora fundamentados no dogma religioso, envolvem exercícios de letramento que favorecem a habilidade da escrita pelas crianças. O público alvo foi formado por duas crianças em idade escolar (entre dez e treze anos de idade) assim como as suas famílias. As práticas de leitura e escrita das famílias selecionadas foram analisadas a partir dos conceitos de habitus e capital cultural (Bourdieu, 2007) e de configurações familiares (Lahire, 2004). Observou-se que o ambiente religioso investigado possui sólidos valores sociais, os quais influenciam positivamente no processo de aprendizado dos jovens através de práticas sociais desenvolvidas na escola dominical. Sendo assim, a incorporação do capital cultural na forma de habitus e dos esquemas de reprodução de bens simbólicos existentes no ambiente religioso contribui para o desenvolvimento das habilidades de escrita, leitura e interpretação do grupo selecionado

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Nations, Jennifer Marie. "Networks and Cultural Bridges: A Case Study with the Tarahumara of Northern Mexico." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1309.

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Network and cultural bridge theories predict the source and durability of cultural boundaries, including how cultural boundaries are overcome in order for differing groups to have meaningful exchanges. Ethnographic interview data with three research subjects in Northern Mexico reveals the strengths and weaknesses of each theory. Minita Bustillos, Juan Daniel Villalobos, and Horacio Echeverría contribute to bridging ties between the closed indigenous community of the Tarahumara and outside Mexican and American groups. Their positions elucidate the veracity of theoretical propositions found in network and cultural bridge theories. Findings suggest that though useful in understanding several aspects of network structure and bridging, network theory does not fully explain how a person becomes part of a network bridge or what social capabilities may be useful for someone in that position. Cultural bridge theories extend the explanation by showing the importance of relationship building in bridging, but rely too heavily on the notion that a single individual can provide the cultural capital and resources necessary to be a cross-cultural bridge in and of themselves. The additional concepts of habitus and cultural tool-kits supplement these perspectives by explaining how respondents acquired cultural and social knowledge that allows them to make connections in multiple distinct networks and how the respondents can so naturally say and do things to garner trust from members of both groups. This research shows how the theoretical concepts can be used in application to a specific social context. It also provides support for the possible use of the concepts of habitus, network bridging, and tool-kits for training members of grass roots organizations attempting to bridge between distinct, and even opposing, social groups.

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Nyvall, Gustav. "När jag blir stor : Hur utbildade unga vuxna förhåller sig till och påverkas av arbetslöshet – En kvalitativ studie." Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20102.

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Ungdomsarbetslöshet är idag ett omfattande samhällsproblem och ett vanligt förekommande debattämne i media. Studiens fokus ligger på hur livsvillkoren för fyra unga vuxna i åldrarna 24-26 år ser ut i relation till deras arbetslöshet, eller blivande arbetslöshet, med utgångspunkt i deras specifika livssituationer. Den teoretiska inramning som använts i studien är baserad på socialt kapital, symboliskt kapital, kulturellt kapital, habitus, livsstilar samt livsplaner. Kvalitativa intervjuer med de fyra unga vuxna, vilka samtliga har någon form av erfarenhet av arbetslöshet, utgör studiens utgångspunkt. I analysen läggs fokus på hur de påverkas av samt hanterar sin livssituation i förhållande till arbetslösheten. Analysen visar att de unga vuxna inget hellre vill än att få ett fast arbete men att de upplever att de på grund av samhälleliga begränsningar och brist på lämpligt nätverk har svårt att finna ett sådant. Framgick gjorde även att de unga vuxna ställer höga krav på sig själva i fråga om att skaffa ett arbete medan de har låga krav på hjälpinsatser från omgivningens sida.
Youth unemployment is a serious social problem and a widely discussed topic in media. The study focuses on the living conditions of four young adults between the ages of 24-26 in their capacity of being unemployed, or living with a risk of being unemployed in a near future, viewed from the life situations of the young adults. The theoretical framework of the study is based on social capital, symbolic capital, cultural capital, habitus, lifestyles and life-planning. The study is based on qualitative interviews with four young adults all having some form of experience of unemployment. In the analysis focus is given to explain how the informants discuss their life situation in relation to unemployment. The analysis shows that the informants want nothing more than to get a permanent job but experience that they due to social limitations and lack of appropriate networks are having trouble finding such. What also appeared was that the informants have high demands on themselves to find a job whilst they have low demands on support from surrounding people.

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Oghenetega, Benedicta Ojiyovwi Daniel. "Exploring practices adopted by African students to attain completion in the University of the Western Cape." UWC, 2020. http://hdl.handle.net/11394/7580.

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Philosophiae Doctor - PhD
This study explores practices that enable African doctoral students to manage their experiences in order to make progress and eventually complete their doctoral study at the University of the Western Cape in South Africa. The study is informed by previous research into doctoral education, which enumerates barriers to doctoral study completion and students’ completion strategies, as well as by Bourdieu’s theory of practice. It places a focus on students’ academic achievement practices, and how these are informed by students’ dispositions, cultural capital and experiences during their studies. The conceptual-analytical framework developed for the study attempts to bring together existing findings of research into the field of doctoral study and insights from Bourdieu’s theory of practice. It posits that students who seek to attain completion of their doctoral study have agency and resources that they strategically employ within their social and academic environment and, specifically, within the field of doctoral study. It foregrounds doctoral students’ ‘resources’ such as motivation, work ethic, tenacity, and other personal characteristics, and their personal and familial backgrounds, as well as their relevant skills and competences, which all help to shape and inform their learning and completion practices. The study focuses on African doctoral students at the University of the Western Cape. It employs a qualitative design using a case study approach that involves in-depth, semi-structured interviews with students to collect relevant data. The sample consists of 18 African doctoral students from across all faculties of the university. For the purpose of the study, African students are identified as students who self-identify as African, whether they are South African nationals (irrespective of official population group) or students from the African continent (international students). They are purposefully selected to enable the study of a group of students that continues to be under-represented in doctoral studies in South Africa. The analysis of the qualitative data involves narrative analysis and critical interpretation. The study finds that using Bourdieu’s concepts of habitus, cultural capital, and field can help us to establish and better understand the practices that doctoral students employ as strategies to overcome barriers that they encounter during their studies. The study shows that African doctoral students’ completion practices are strongly influenced by specific aspects of their habitus and cultural capital, which are determined as relevant by the field. The study focuses on aspects of habitus such as motivation, level of family education and status, cultural beliefs, values and home language, as relevant sources of academically relevant habitus. It also shows that the socio-economic class, status and occupation of core family members provide a bigger motivation for completion of their doctoral study than cultural capital. In relation to cultural capital in particular, the study thus emphasises matters such as prior academic learning; attitudes, skills and competences learnt in the academic workplace (with particular reference to lecturer-participants of the study); an understanding of the university and of the nature of doctoral study; and learning from the supervisor, other academic and research colleagues, peers and role models. Three attributes of the field of doctoral study are shown to be most relevant to completion: (1) the ‘nature of doctoral study’ and related aspects such as the choice of the research topic, thesis writing, the use of the English language, and writing and presentation of work in progress; (2) the relationship with the supervisor and aspects of the supervision process; and (3) funding. By focusing on the practices of lecturer-participants in particular, the study argues for a model of doctoral study that conceives of doctoral candidates as ‘junior staff members’ rather than merely as students, and thus employs them in a contractual relationship that involves elements of work and study. Finally, it is argued that there is much complexity in the dynamic interaction of the concepts in Bourdieu’s ‘mathematical model’. In particular, it is shown that there are dynamics by which deficiencies in the field and in the resources embodied by participants are being compensated by means of other aspects of the field, cultural capital and habitus and with new learning and adaptation to generate practices that are beneficial to completion. A number of findings also diverge from Bourdieu’s arguments. In particular, the study notes that African doctoral students’ habitus is derived from a wider influence than primarily the nuclear family (especially parents), since sibling influence, the influence of extended family members (especially well-educated ones) and a wider social network are important factors

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Goulas, Stylianos. "Jag tvingar mig ta Natur : Kulturellt kapital, strategier och kompromisser inför gymnasievalet i en skola i Husby." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5651.

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This is a study on how a group of ten pupils choose their upper secondary schools (gymnasium). All pupils are ninth graders in a middle school in Husby which is a suburb of Stockholm. Like the big majority of Husby citizens, they all have immigrant backgrounds and their time in Sweden varies; some are born here while others are born abroad and migrated later with their parents. My aim was to understand their upper secondary school choices through own and their parents’ "cultural capital". I based my study on Bourdieu’s theory on social reproduction and I used his terminology and definitions of cultural capital, interest, field, habitus and strategies. I investigated if and in what way these children follow the tracks of their parents in terms of future educational and working plans but even in terms of common cultural and leisure activities and the way they affect their upper secondary school choice. The Swedish upper secondary school is divided in 18 different specializations, 12 technical and 6 theoretical, respectively. In the first, the pupils are prepared for a technical profession and in the second, they prepare for further academic studies. I was interested in finding out the pupils’ strategies in fulfilling their educational and professional dreams in connection with their choice of upper secondary specialization and their parents’ educational and cultural interests and backgrounds. I used a qualitative method, specifically interviews. I transcribed the interviews and I tried to relate what was said to Bourdieu’s theory. I was mostly inspired by the phenomenological approach where the interviewer avoids taking position and focuses on the message the person being interviewed tries to communicate. Most families in my study have a relatively law cultural capital and even though some have had academic studies and high status professions in their home countries they have had jobs that did not match their education level in Sweden. Most children aim high in the educational rank and especially those who come from high educated parents seem to have a better knowledge of the Swedish educational system and how to better move into it.

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Shabani, Ardita, and Jasmin Josef. "Karriären inom revisionsbranschen : vem är det som lyckas att bli partner i en stor revisionsbyrå? En kvalitativ analys av individens kulturella kapital och habitus." Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-18661.

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De stora revisionsbyråerna kännetecknas av strikt hierarki med en tydlig karriärstege. Att bli partner i en stor revisionsbyrå innebär att nå den högsta positionen inom byrån och bli en del av firman. Av de hundratals ekonomer som börjar sin karriär i någon av de stora revisionsbyråerna är det ungefär bara var tionde person som blir partner. Syftet med studien är att skapa en djupare förståelse för vem det är som lyckas att bli partner och vad som krävs för att bli utvald. Syftet är även att förstå vilken roll det kulturella kapitalet och habitus har för en individs möjligheter att lyckas bli partner i en stor revisionsbyrå. I studien har ett kvalitativt tillvägagångssätt använts för att få en djupgående förståelse om vem det är som blir partner och uppfylla studiens syfte. Vi har genomfört åtta semistrukturerade intervjuer varav tre manager och fem partners. I studien har professionsteorin och organisationsteorin till största del använts som en bakgrundsbeskrivning. Studiens största fokus ligger dock på Bourdieus teori om det kulturella kapitalet och habitus. Slutligen kom vi fram till att den som lyckas bli partner är den som har förmågan att driva firman framåt och generera intäkter till firman. Det är därför viktigt att vara marknadsorienterad och tycka om att göra affärer.
The largest auditing firms are characterized by strict hierarchy with a career ladder. Becoming a partner in a large auditing firm means reaching the highest position within the firm and becoming a part of the firm. Of the hundreds of economists who start their career in one of the large auditing firms, it's only about one of ten who become partners. The purpose of the study is to create a deeper understanding of who makes partner in a large auditing firm and what it takes to be chosen. The purpose is also to understand the role of cultural capital and habitus for an individual's ability to succeed in becoming a partner in a large auditing firm. In the study, a qualitative approach has been used to gain a deeper understanding of who makes partner in a large auditing firm and to fulfill the purpose of the study. In the study eight semi-structured interviews were conducted, including three managers and five partners. Both profession theory and organizational theory has been used mostly as a background description. The main focus of the study is Bourdieu's theory of cultural capital and habitus. Finally, we found that the one who makes partner is the one who has the ability to run the company and generate revenue for the company. It is therefore important to be market-oriented and to like doing business.

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Simon, Jennifer Renee. "“It’s Not Just What You Have, But How You Use It:” The Impact of Race and Class on the Usage and Activation of Cultural and Social capital in the Study Abroad process." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/sociology_theses/17.

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Despite efforts of U.S. education institutions to encourage study abroad participation, Black and low income students are severely underrepresented compared with their White and higher income peers. Literature reveals that a combination of individual and institutional factors influences study abroad involvement; however, they fail to address how these factors work to limit the participation of interested students. Qualitative interviews were conducted with 21 Black and White students to investigate how they navigate the study abroad process. Cultural and social capital theories were used to understand their experiences. My findings demonstrate that for students that did not study abroad, Blacks compared to Whites encountered more difficulties when trying to activate their available resources to navigate the process. Also, non participating White students were more likely to make the conscious decision not to invest their class privileges to study abroad compared with their Black counterparts. Together, these findings suggest that race and class play a role in the activation and usage of cultural and social resources to study abroad.

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Wu, Bin. ""Whose culture has capital?": Chinese skilled migrant mothers raising their children in New Zealand." AUT University, 2009. http://hdl.handle.net/10292/911.

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This thesis is concerned with a group of Chinese skilled migrant mothers’ experiences in relation to their children’s early childhood care and education in New Zealand. Utilising Bourdieu’s concept of capital, habitus and field, the current research addresses the complexity and ambiguity of the Chinese migrant mothers' lives whose social position transcends multiple fields. Because their children attend mainstream education, and the local educational system is different from those where the migrant mothers were brought up, the migrant mothers had to transcend different cultural fields. Chinese skilled migrants, who were middle class professionals in their native country, usually experienced social and financial downturns in New Zealand. Although skilled, the migrant mothers encountered difficulties in finding paid employment that matched their pre-migration job status. These mothers were more likely to give up paid work or reduce paid working hours on the birth of their children than were their male partners. The current study focuses on these transcendent experiences, encompassing both embeddedness and ambiguity across different fields by examining the interplay of class, gender, and ethnicity in the daily lives of these mothers. Traditional interpretations of cultural capital usually refer only to dominant social and cultural capital, whereas the current thesis expands the concept to include both dominant and non-dominant forms of social and cultural capital. The findings showed that the migrant mothers redefined and reconstructed the concept of capital. The migrant mothers’ attitude towards mainstream education was ambiguous and complex: covering the full spectrum from willing embracing, reluctantly following, selectively utilising to firmly rejecting. Simultaneously, the mothers promoted, criticised, and rejected various traditional Chinese practices and beliefs in order to maximise benefits for their children.

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Donato, Daniela [UNESP]. "O conto-reconto nas EMEIS de Matão -SP: a constituição do gosto pela leitura e pela escrita." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/101507.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho consiste em um estudo que busca aprofundar a contribuição que a atividade de contar e recontar histórias na pré-escola pode propiciar para a aquisição do Capital Cultural dos alunos. A pergunta nuclear desta pesquisa é a seguinte: seria o Conto-Reconto um procedimento didático que favorece a aquisição do capital cultural, sobretudo pelas classes populares? Entre meus objetivos procurei verificar as contribuições de caráter cultural que a atividade Conto-Reconto de histórias trouxe aos envolvidos (professoras, alunos e mães). Neste contexto, os estudos de Pierre Bourdieu constituíram o eixo norteador de minha investigação, sobretudo os conceitos de habitus e capital cultural, os quais forneceram os subsídios necessários para a análise dos dados. Com a finalidade de abarcar os objetivos propostos optei pela abordagem qualitativa, com ênfase no estudo de caso. Assim, a coleta dos dados ocorreu por meio de entrevistas semi-estruturadas. Os sujeitos deste estudo são sete professoras de EMEIs (Escola Municipal de Educação Infantil) da cidade de Matão-SP, que estão trabalhando com a atividade Conto-Reconto nos últimos dez anos; além de dez alunos que participaram desses recontos, bem como as mães desses alunos. Entendo que essa investigação poderá possibilitar uma fértil reflexão acerca dos procedimentos escolares, no que diz respeito à aquisição e/ou ampliação do capital cultural e suas implicações para as relações da escola com a família e a comunidade, uma vez que poderemos observar quais as reais contribuições que tal atividade tem trazido no que se refere à reestruturação do habitus, à formação de leitores e escritores, ao estreitamento da relação pais-filhos-escola e, principalmente, à aquisição do capital cultural
This work is a study that intends to develop the contribution that the activity of telling and retelling stories in preschool can give for the acquisiton of Students Cultural Capital. The main question of this research is: Would the Telling-Retelling a didactic procedure that sustains the cultural capital acquisition, especially by the popular classes? Among our purposes, we search to verify the cultural character contribution that the telling-retelling activity brought to those involved (teachers, students and mothers). In this context, Pierre Bourdieu’s studies built the guiding line of our research, particularly the habitus and cultural capital concepts, which provided us the necessary assistance for data analysis. To the purpose of comprehend the proposed objectives, we chose the qualitative approach, with emphasis on the case study. So, the data were collected through semi-structures interviews. Our study subjects are seven EMEIs teachers (municipal school of childhood education) from the city of Matão – SP, which are working with the activity Telling-Retelling in the last ten years; besides ten students who participated in these retellings, as well as their mothers. We understand that our research will enable a rich reflexion about school procedures, regarding cultural capital acquisition and/or explansion and its implications for the relationship between school, family and community, so we can look at the real contributions that such activity has brought regarding the habitus restructing, writers and readers formation, the narrowing of the parent-child relationship at, especially the cultural capital acquisition

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Forseth, Åhman Lisa. "Bikulturalism och ackulturation : andragenerationsinvandrares erfarenhet av att leva med två kulturer." Thesis, Stockholm University, Department of Social Work, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7013.

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The aim of this paper was to examine the specific experience of being bicultural, what ackulturation strategy the person utilized and what influenced the use of this strategy. The findings were analyzed with the help of Pierre Bourdieu’s concepts of habitus and cultural capital. The empirical data was collected through qualitative interviews with four women of Chilean background, who either were born in or had been living in Sweden since childhood. The results of the interviews showed that all the respondents predominantly utilized the integration strategy, meaning that they participated in and felt a connection to both the Swedish and Chilean culture. However three of them had elements of the separation strategy and one had elements of the assimilation strategy. The respondent’s stories revealed that factors like parent’s encouragement and expectations, the Swedish society’s inaccessibility, type of residential area and knowing the Swedish language, had all influenced the use of a specific strategy. By being bicultural, the respondents had experienced the feeling of being an outsider and a pressure to assimilate, but still valued the access to two different cultures as a resource. The results can be interpreted as there being a reciprocal and significant influence between ackulturation strategy and cultural capital/habitus.

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Cederberg, Amanda. "“The natural law of education”- Homework assignments in mathematics, a Chinese perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34605.

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The purpose of this study is to describe and analyze the attitudes of several mathematics teachers towards homework as part of the workload of 10-11 year old students at a school in Yunnan Province, China. The focus is to describe and analyze their reasons for assigning homework as well as the nature of that homework. This study also describes their perspectives on how homework can contribute to improving a student’s knowledge of mathematics and what kind of homework they assign. Furthermore, it presents how the teachers describe the ability of the students to assimilate the mathematics homework. The main concepts and theoretical frameworks used to analyze the data are the "two basics", the five elements, cultural capital, habitus, the behaviorist learning theory and sociocultural learning theory. To fulfill my purpose I carried out four interviews and four observations. The results show that the reasons for the teachers assigning homework are “that it is the law of education” and “that practice makes perfect”. The teachers also think that homework helps the students to review and consolidate what they have learned in school that day. In addition, the analysis shows that homework gives students the opportunity to assess whether or not they have understood everything and if they have not, they can practice it. All of the teachers believe homework to be an important part of mathematics education. They assign two principal types of homework: oral and written. Two of the teachers also assign a third type: practical homework. According to the teachers, the students’ ability to assimilate the mathematics homework is affected by their parents’ learning habits, which they themselves have learned from their parents before them. The students are reflections of their parents. If parents have a good learning habit, they will teach their child how to successfully assimilate homework. The teachers agree that the parents’ lack of mathematical knowledge or mandarin can affect their ability to help their child with homework.

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Leighton, Tristan Daniel. "Contrasting sounds and overlapping scenes: The role of the middle class in punk/metal crossover." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1617318778941129.

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Turner, Krystle Vivienne. "The augmented rural reality: How rural high school students' decisions to pursue university study in digital media are 'augmented' by the role of life history and cultural capital." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/123240/2/Krystle%20Turner%20Thesis.pdf.

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Rural students are underrepresented in higher education in Australia. At the same time, the workforce is rapidly transforming with the integration of digital processes into everyday work and life. Rural students are less digitally competent than urban students. Queensland, a largely regionalised state, has a high percentage of rural students. Using cultural capital as a framework, this research identifies family, community, school and digital media as influences on rural Queensland students' decisions to pursue higher education and their perceived value of digital media. Family plays the most significant role in the decision making process, while students' community and school also influence decisions and perceptions. Students' value of digital media depended somewhat on their intended career choice. Findings provide valuable new data around student influences towards higher education and digital media and suggest avenues to improve outreach programs targeting students in rural areas.

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Pereira, Mônica. "Trajetórias de exclusão e novas expectativas: um estudo sobre jovens e adultos em processo de alfabetização no município de Araraquara-SP." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/2574.

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Financiadora de Estudos e Projetos
The aim of this study is to show the school, family and professional trajectories that both young and adult students have followed during their years of schooling and literacy. In addition to this, we understand the reason to why school attendance drops during school age. Questionaires and interviews were applied and from this data we were able to understand the reasons that brought the students back to school and their new expectations towards education. The study was based on Pierre Bourdier´s theories, having as the main concepts, the habitus, cultural, economic and social capitals. It also describes a brief analyses of the education facilities provided in the city of Araraquara/SP and the characteristics of their literacy programme for both adults and young people (PROEAJA), the main literacy programme for local students. This programme aims to diminish the number of illiterate people around the city. This study also aims to find the expectations of the students and to analyse the internal and external factors that influence the students´ behaviour towards school. Last we describe a new area of poor school attendance due to the lack of quality inside the educational system.
A presente dissertação teve por objetivos, estudar as trajetórias escolar, familiar e profissional de jovens e adultos em processo de alfabetização, identificar os principais fatores que os impediram de frequentar a escola na idade escolar, compreender os motivos que condicionaram o retorno aos estudos e analisar as expectativas dos alunos frente à escolarização. Para isso, realizamos um levantamento de dados a partir de questionário e entrevistas. O estudo foi fundamentado nas contribuições teóricas de Pierre Bourdieu adotando como eixo condutor os conceitos de capital cultural, capital econômico, capital social e habitus. Apresenta-se, uma breve análise da configuração do atendimento ao jovem e ao adulto no município de Araraquara/SP e a caracterização do Projeto de Alfabetização para Adultos e Jovens de Araraquara (Proeaja), principal programa que atua na alfabetização de jovens e adultos no município, em que se pode verificar as principais medidas realizadas para a erradicação do analfabetismo em âmbito municipal. O estudo sobre as trajetórias e as novas expectativas dos alunos permitiu a análise dos fatores internos e externos à escola que influenciaram diretamente as trajetórias escolares dos alunos, apresentando a relação entre o grupo estudado e a escola, além de evidenciar um novo tipo de exclusão escolar que está ocorrendo nos últimos anos por meio da não garantia da qualidade do ensino.

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Palme, Mikael. "Det kulturella kapitalet : Studier av symboliska tillgångar i det svenska utbildningssystemet 1988–2008." Doctoral thesis, Uppsala universitet, Institutionen för utbildning, kultur och medier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9411.

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The papers assembled in this thesis all address, in a Bourdieuan tradition, the question of the social structure of the Swedish education system, focusing on the Stockholm region, and how this structure can be explained by the distribution of cultural and other assets among individuals and social groups. Although economic, social and political changes during the period covered by the various studies are not the main focus of the work here, the articles depict the effects of such changes on upper secondary education in particular. While upper secondary education was radically changed by the political reforms of the 1990s, characterized by decentralisation and marketization, the analyses advanced in the studies indicate that its basic social structure remains stable. In one dimension, this structure opposes an “elite” pole having a particularly high social and scholastic recruitment to a “popular” pole with a correspondingly low recruitment profile. In a likewise durable second dimension, a “cultural” pole built up by schools and study programmes that are particularly popular among culturally strong social groups, opposes an “economic” pole favoured by social groups close to the economic and private sectors of society. The various papers reveal that the last opposition corresponds to both differences in life styles and deeply rooted convictions related to family and formal education among cultural and economic fractions of the upper-middle and middle classes. At this level, a belief in education as a development of the personality, with connected values such as individuality and originality, stands against a conviction that education is a rational investment in a future competitive career; as such, it is subject to calculated, measured risks. The existence of deeply rooted values among social groups with different structures of assets or capital also explains why schools –in the institutional strategies imposed on them by the school market– tend to express convictions (topoi) and symbolic values that correspond to those of their target groups. The various studies included in this thesis employ a combination of statistical approaches, mainly correspondence analysis, and qualitative ones such as: interviews, ethnographic observation and text analysis.

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Santos, Rosemeri Antunes dos. "Reconversão cultural nas narrativas dos egressos do programa de ações afirmativas da Universidade Federal do Rio Grande do Sul." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/171713.

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Esta pesquisa tem como tema central as narrativas dos egressos do Programa de Ações Afirmativas da Universidade Federal do Rio Grande do Sul (UFRGS), suas trajetórias sociais, a possibilidade de construção do conhecimento e a reconversão do capital cultural e habitus, a partir de uma ótica bourdiana. Buscou-se investigar, a partir de suas memórias, como foram as experiências desses alunos no programa institucionalizado desde 2007, que estabeleceu o sistema de cotas através de ingresso por reserva de vagas para acesso a todos os cursos de graduação na UFRGS. O referido programa passou por um processo avaliativo em 2012, sendo a Política de Cotas renovada por mais dez anos. Também em 2012 foi sancionada a Lei nº 12.711/2012, que garantiu que 50% das vagas em cursos de graduação das Universidades Federais fossem reservadas aos candidatos cotistas até 2016. A pesquisa abrangeu o período de ingresso dos cotistas entre 2008 e 2012. O percurso teórico teve como foco a memória social e as categorias de habitus, classe e capital cultural de Pierre Bourdieu. Realizou-se pesquisa bibliográfica sobre a temática da pesquisa, levando-se em consideração o período de 2010 a 2015 em três diferentes Bases de Dados. Os resultados demonstraram o ineditismo do estudo quanto à abordagem dos egressos e suas narrativas de memória. O percurso metodológico utilizado foi o de uma pesquisa quantitativa e qualitativa, do tipo bibliográfica, documental e exploratória, a partir da história oral. Foram enviados questionários on-line para todo o universo de diplomados, contudo a amostra dessa pesquisa se concentrou em 155 questionários. Também foram realizadas entrevistas temáticas com dez egressos do programa. Os dados obtidos foram analisados e interpretados a partir de gráficos e da técnica de análise de conteúdo. Os resultados da pesquisa revelam que a experiência vivida pelos alunos cotistas nessa amostra proporcionou uma ressignificação no seu capital cultural e habitus. Os dados dos questionários e das entrevistas evidenciaram que o Programa de Ações Afirmativas da UFRGS é uma política de educação inclusiva positiva e apresentou avanços significativos no que se refere às relações étnico-raciais no ambiente universitário e que a participação no Programa foi uma oportunidade muito importante para esses alunos, repercutindo na sua trajetória social. O produto dessa pesquisa ficou sistematizado no vídeo intitulado “As vozes dos Cotistas Egressos da UFRGS”.
The central theme of this research are the narratives of graduate students from the Federal University of Rio Grande do Sul who participated in the Affirmative Action Programme. Guided by a Bourdieusian perspective, we also focus on social trajectories, knowledge construction and the reconversion of cultural capital and habitus. Through their memories, we set out to examine the experiences of these students within the institutionalized Programme that was established in 2007 and sanctioned a quota system through which candidates were granted admission to this university into reserved places. The Affirmative Action Programme was reassessed in 2012 and the Quota Policy was renewed for 10 more years. In the same year, Federal Law n° 12.71/2012 was sanctioned, guaranteeing that 50% of all places at the undergraduate level in federal universities be reserved for ‘quota candidates’ until 2016. The time period chosen for our research on 'quota student' admission spans 4 years, between 2008 and 2012. Our theoretical framework was anchored by the concept of social memory, as well as the Bourdieusian concepts of habitus, class and cultural capital. In three data bases, a literary review was carried out concerning the topic of our research, in publications issued between 2010 and 2015. Results showed the novelty of our particular focus on graduate students and memory narrative. Regarding our methodology, which is applied to oral history, we developed research that is both quantitative and qualitative, of the bibliographic, documentary and exploratory type. Online questionnaires were sent to all graduates with diplomas, and samples from 155 of these participants were collected, along with 10 theme-centred interviews. The obtained data was analyzed and interpreted in accordance with graphs and the technique of content analysis. The results of our research show that the experiences of this sample of ‘quota students’ provided for a resignification of their cultural capital and habitus. Our research data show that the graduates perceive the Affirmative Action Programme at UFRGS as a positive inclusive education policy as well as an advance in ethnic and racial relations in the university environment. Additionally, we observed that these graduates seem to consider their participation in the Programme as a significantly important opportunity which has influenced their social trajectory. The final product of our study was systemized in a video entitled "The Voices of Quota Graduates from UFRGS".

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Tuohy, Honor. "Negotiations of legitimacy : the value of recognition for Glasgow UNESCO City of Music." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/7050.

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This thesis examines the emergence of the organization, the Glasgow UNESCO City of Music, following the award of the title UNESCO City of music to Glasgow in 2008 from a Bourdieusian perspective. Bourdieu's concepts of field, habitus, and particularly capital are used to interrogate the negotiation of symbolic capital (Bourdieu, 1986) in the field of music in Glasgow. The thesis examines how the members of the organization–viewed their organization's position in the field of music in Glasgow and their attempts to secure its legitimacy in a field with established players. It shows how agents ‘work' to negotiate for the positions they want, or need, in order to establish the legitimacy, and thus the position, of an organization through the acquisition and use of capital. Although cultural capital is a core constituent of an organization's original position in the field of music the dominant and influential position of economic capital means that it is the symbolic capital associated with being granted funding rather than cultural capital, which influences and thus legitimate organizations in the cultural field. In its discussion of capital the thesis contributes to the literature on institutional work and organizational legitimacy.

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Wojnar, Magdalena. "“The bottle of whiskey – a second one – was now in constant demand by all present” : Alcohol Consumption as Cultural Capital and Part of Habitus in F. Scott Fitzgerald’s The Great Gatsby." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101165.

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This essay investigates the status of alcohol consumption in F. Scott Fitzgerald’s novel The Great Gatsby (1925). The analysis focuses on character study reading of Jay Gatsby, and Tom and Daisy Buchanan in conjunction with Pierre Bourdieu’s theory of habitus, by placing habitus in the specific historical context of the novel. The analysis focuses on the social structures of the alcohol-consuming upper-class Americans, and the reproduction of internalized practices during Prohibition. Drinking alcohol is seen as a valued, cultural capital among the elite society and used as a tool in a competition of power. The Buchanans, as true members of their class, are constantly intoxicated. For Gatsby, a sober man and an imposter of the elite society, drinking has no cultural value. I argue that, from the cultural aspect, Gatsby’s fall is a consequence of his soberness among the drunkenness of the hierarchy.

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Ankarloo, Oskar. "Klappa händerna när du är riktigt glad? : Applåden som ritual under den klassiska konserten." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100630.

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Uppsatsens syfte är att bidra till en djupare förståelse för hur applåden fungerar som en ritual under den klassiska konserten samt hur praxis kring den traderas, då den klassiska konsertens ritualer och normer kan kännas underliga och avskräckande för den som aldrig närvarat vid en sådan. Med en kvalitativ intervjumetod har två informanter frågats om deras upplevelser och tankar kring applåder och den klassiska konserten. Det empiriska material som skapats används som grund för en analys med hjälp av Bourdieus sociologiska begrepp fält, habitus och kapital, Ronald L. Grimes tankar kring det rituella fältet, samt övergripande ritualteori för att bidra med en djupare förståelse kring applåden i samband med den klassiska konserten. Applåden som ritual skapar social mening, signalerar uppskattning för det som publiken upplevt och bildar även en känsla av grupptillhörighet och solidaritet. Applåden upplevs vara viktig för att de som deltagit under konserten ska få utlopp för sina känslor och kommunicera detta mellan publik och musiker, och även sinsemellan den sittande publiken, särskilt i en miljö som kan upplevas som disciplinerad och stram. Traderingen av applådens praxis sker delvis genom misstag då en individ prövar sig fram i konsertupplevelsen, samt genom observation av erfarna i publiken. Presentatörer och andra nyckelpersoner kan bidra med en förklaring av en konsert innan den börjar för att underlätta för deltagarna, och det rika material som finns på olika konserthus hemsidor bidrar med en chans att låta den nyfikna förbereda sig innan den tar klivet in i en ny miljö. Även om det kan applåderas fel under en konsert så kan detta under vissa förutsättningar leda till en delad positiv upplevelse som på sikt kan leda till en lättad syn på applåden under den klassiska konserten.

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Kennedy, Neil Patrick Martyn. "Employing Cornish cultures for community resilience." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/12641.

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Employing Cornish Cultures for Community Resilience. Can cultural distinctiveness be used to strengthen community bonds, boost morale and equip and motivate people socially and economically? Using the witness of people in Cornwall and comparative experiences, this discussion combines a review of how cultures are commodified and portrayed with reflections on well-being and ‘emotional prosperity’. Cornwall is a relatively poor European region with a cultural identity that inspires an established ethno-cultural movement and is the symbolic basis of community awareness and aspiration, as well as the subject of contested identities and representations. At the heart of this is an array of cultures that is identified as Cornish, including a distinct post-industrial inheritance, the Cornish Language and Celtic Revivalism. Cultural difference has long been a resource for cultural industries and tourism and discussion of using culture for regeneration has accordingly concentrated almost exclusively on these sectors but an emergent ‘regional distinctiveness agenda’ is beginning to present Cornish cultures as an asset for use in branding and marketing other sectors. All of these uses ultimately involve commodification but culture potentially has a far wider role to play in fostering economic, social, cultural and environmental resilience. This research therefore uses multidisciplinary approaches to broaden the discussion to include culture’s primary emotional and social uses. It explores the possibility that enhancing these uses could help to tackle economic and social disadvantage and to build more cohesive communities. The discussion centres on four linked themes: multiple forms of capital; discourse, narrative and myth; human need, emotion and well-being; representation and intervention. Cultural, social, symbolic and human capital are related to collective status and well-being through consideration of cultural practices, repertoires and knowledge. These are explored with discussion of accompanying representations and discourses and their social, emotional and economic implications so as to allow tentative suggestions for intervention in policy and representation. A key conclusion is that culture may be used proactively to increase ‘emotional capital’.

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Maxwell, Judith Margaret, and judy maxwell@rmit edu au. "Contesting the Culture of the Doctoral Degree: Candidates' Experiences of Three Doctoral Degrees in the School of Education, RMIT University." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091029.144203.

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This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.

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Genovez, Luiz Gonzaga Roversi. "Homo magister : conhecimento e reconhecimento de uma professora de ciências pelo campo escolar /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/101999.

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Orientador: Washington Luiz Pacheco de Carvalho
Banca: Denice Barbara Catani
Banca: Ana Maria de Andrade Caldeira
Banca: Eduardo Adolfo Terrazzan
Banca: Alberto Villani
Resumo: Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o "capital docente" nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências.
Abstract: By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu's works, it was possible to identify the "teacher's capital" in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the "heretical strategies" such those presented by the teacher M.
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Dissertations / Theses on the topic 'Cultural capital, aspiration, habitus'

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