O CAMPO CIENTÍFICO NA PERCEPÇÃO DE DOCENTES DE UMA UNIVERSIDADE: ENTRE REGRAS E ESTRATÉGIAS DE SOBREVIVÊNCIA
The context of scientific research can be considered a social field, as a relatively autonomous universe of specific social relations. If we take the concept of Bourdieu (1989, 1996, 2004a) in relation to socia l fields, one can say that society is composed of several diverse fields, multiple spaces...
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| Autores principales: | , , , |
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| Formato: | article |
| Lenguaje: | ES PT |
| Publicado: |
Universidade Federal de Santa Catarina
2013
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/10b7de5d54164b59a3e7cf18ca6ca068 |
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| Sumario: | The context of scientific research can be considered a social field, as a relatively autonomous universe of specific social relations. If we take the concept of Bourdieu (1989, 1996, 2004a) in relation to socia l fields, one can say that society is composed of several diverse fields, multiple spaces that have a relative autonomy, with its own characteristics and rules of operation. Each of these fields works, according to the author, such as social microcosms tha t have values, objects and interests. In this context, the objective of this paper is to analyze the perception of teachers about (1) the rules and standards of scientific field and about (2) strategies they use to act or survive in this environment. As fo r the purpose, the research is descriptive and qualitative approach was used. The subjects were teachers at the Federal University of Lavras, located in Minas Gerais, Brazil. Data collection was through personal interviews conducted through semi - structured script. The main rules of the scientific field observed by teachers were: publish, interact and get resources. Several interviewees see themselves developing strategies to survive in this field, which directly relate to the care of such rules. The search for recognition of peers within the field was significant, such as the search for elements of distinction. It stands out, with the study, the context of pressure experienced by the teachers interviewed, such as the significant need for publication. |
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