Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu
Introduction: The aim of this article is to investigate the categories of field, capital, habitus and illusio, constitutive tools of Pierre Bourdieu’s constructivist structuralism, and to highlight their epistemological value when analyzing middle school education from a social perspective. The cate...
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UNIVERSIDAD ANTONIO NARIÑO
2025
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| description | Introduction: The aim of this article is to investigate the categories of field, capital, habitus and illusio, constitutive tools of Pierre Bourdieu’s constructivist structuralism, and to highlight their epistemological value when analyzing middle school education from a social perspective. The categories described reveal systematic and structural principles with their own identity based on the social relations that people establish in each time and space. Methodology: The documentary review technique was used, which is useful to approach education from the social sphere and to distance oneself from the pedagogical component, which has generally been a research priority. Due to its sociological character, Bourdieu’s thought allows understanding the relationships built by teachers, students and parents in accordance with the incorporated habitus reflected through social practices that define actions and customs of school agents. Results and discussion: The research concludes that it is pertinent to think about education from different perspectives, precisely because it is a dynamic scenario subject to cultural and social changes depending on people’s interests. In this regard, it is observed that, from the reflection on educational trends, new discourses have been generated that enrich the theoretical-practical foundations built in the school environment. Conclusions: Education, as a social practice, expresses different perceptions of social and cultural life through the relationships that people build permanently. |
| format | Digital |
| id | revistas.uan.edu.co-article-2095 |
| institution | Revista PAPELES |
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| publishDate | 2025 |
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| spelling | revistas.uan.edu.co-article-20952025-09-19T04:14:33Z The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu: Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu As práticas sociais do professor da educação média e sua compreensão desde a teoria de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu Gómez Marrugo, Edie Campo capital escolar prácticas sociales educación media maestro Campo Capital escolar práticas sociais educação média e professorado Field school capital social practices middle education teacher Introduction: The aim of this article is to investigate the categories of field, capital, habitus and illusio, constitutive tools of Pierre Bourdieu’s constructivist structuralism, and to highlight their epistemological value when analyzing middle school education from a social perspective. The categories described reveal systematic and structural principles with their own identity based on the social relations that people establish in each time and space. Methodology: The documentary review technique was used, which is useful to approach education from the social sphere and to distance oneself from the pedagogical component, which has generally been a research priority. Due to its sociological character, Bourdieu’s thought allows understanding the relationships built by teachers, students and parents in accordance with the incorporated habitus reflected through social practices that define actions and customs of school agents. Results and discussion: The research concludes that it is pertinent to think about education from different perspectives, precisely because it is a dynamic scenario subject to cultural and social changes depending on people’s interests. In this regard, it is observed that, from the reflection on educational trends, new discourses have been generated that enrich the theoretical-practical foundations built in the school environment. Conclusions: Education, as a social practice, expresses different perceptions of social and cultural life through the relationships that people build permanently. Introducción: el objetivo de este artículo es indagar las categorías de campo, capital, habitus e illusio, herramientas constitutivas del estructuralismo constructivista de Pierre Bourdieu, así como destacar su valor epistemológico a la hora de analizar la educación media desde una perspectiva social. Las categorías descritas revelan principios sistemáticos y estructurales con identidad propia basados en las relaciones sociales que las personas establecen en un tiempo y espacio determinados. Metodología: se utilizó la técnica de revisión documental, útil para abordar la educación desde el ámbito social y tomar distancia del componente pedagógico, que, en general, ha sido prioridad de investigación. Por su carácter sociológico, el pensamiento de Bourdieu permite comprender las relaciones que construyen maestros, alumnos y padres de familia en concordancia con el habitus incorporado reflejado a través de las prácticas sociales que definen acciones y costumbres de los agentes escolares. Resultados y discusión: se concluye que es pertinente pensar la educación desde orillas distintas, precisamente porque se trata de un escenario dinámico sujeto a cambios culturales y sociales según el interés de las personas. Al respecto, se observa que, a partir de la reflexión sobre las tendencias educativas, se han generado nuevos discursos que enriquecen los cimientos teórico-prácticos construidos en el campo escolar. Conclusiones: la educación, como práctica social, expresa percepciones diferentes de la vida social y cultural a través de las relaciones que construyen las personas permanentemente. Introdução: O objetivo deste artigo é indagar as categorias de campo, capital, hábitos e ilusão, ferramentas constitutivas das estruturas construtivistas de Pierre Bourdieu, assim como destacar seu valor epistemológico ao abordar a educação média desde uma perspectiva social. Estas categorias descrevem princípios sistemáticos e estruturais que identificam regras básicas nas relações sociais que as pessoas estabelecem em um tempo e espaço determinados. Metodologia: Utilizou-se a técnica de revisão documental, que, para abordar a educação a partir do âmbito social e tomar distância do componente pedagógico, que, em geral, tem sido prioritário na investigação. Pelo seu caráter sociológico, o pensamento de Bourdieu permite compreender as relações que constroem mestres, alunos e pais de família em consonância com os hábitos incorporados e reproduzidos por meio das práticas sociais que definem ações e costumes dos agentes escolares. Resultados e discussões: Conclui-se que é pertinente repensar a educação a partir dessas óticas distintas, precisamente porque se trata de um cenário dinâmico sujeito a mudanças culturais e sociais segundo a intenção das pessoas. A esse respeito, observa-se que, a partir da reflexão sobre as tendências educativas, estão se gerando novos discursos que enriquecem os climas teóricos-práticos construídos no campo da educação. Conclusões: A educação, como prática social, expressa percepções diferentes da vida social e cultural por meio das relações que constroem e transformam as pessoas permanentemente. UNIVERSIDAD ANTONIO NARIÑO 2025-06-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2095 10.54104/papeles.v17n33.2095 Papeles; Vol. 17 No. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; Vol. 17 Núm. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; v. 17 n. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) 2346-0911 0123-0670 10.54104/papeles.v17n33 spa https://revistas.uan.edu.co/index.php/papeles/article/view/2095/1651 Copyright (c) 2025 Edie Gómez Marrugo https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Campo capital escolar prácticas sociales educación media maestro Campo Capital escolar práticas sociais educação média e professorado Field school capital social practices middle education teacher Gómez Marrugo, Edie Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu |
| title | Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu |
| title_alt | The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu: Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu As práticas sociais do professor da educação média e sua compreensão desde a teoria de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu |
| title_full | Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu |
| title_fullStr | Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu |
| title_full_unstemmed | Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu |
| title_short | Las prácticas sociales del maestro de educación media y su comprensión desde la teoría de Pierre Bourdieu: The Social Practices of the Middle School Teacher and their Understanding from the Theory of Pierre Bourdieu |
| title_sort | las practicas sociales del maestro de educacion media y su comprension desde la teoria de pierre bourdieu the social practices of the middle school teacher and their understanding from the theory of pierre bourdieu |
| topic | Campo capital escolar prácticas sociales educación media maestro Campo Capital escolar práticas sociais educação média e professorado Field school capital social practices middle education teacher |
| topic_facet | Campo capital escolar prácticas sociales educación media maestro Campo Capital escolar práticas sociais educação média e professorado Field school capital social practices middle education teacher |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2095 |
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