Dos habitus de classe aos patrimônios individuais de disposições: reflexões sobre a prática em Pierre Bourdieu e Bernard Lahire

Resumo O presente trabalho visa analisar as contribuições teóricas de Pierre Bourdieu e Bernard Lahire na construção de uma sociologia da prática, destacando o esforço dos autores em superar as dicotomias que dividem as principais correntes sociológicas - entre objetivismo e subjetivismo, indivíduo e sociedade. Para tanto, serão apresentados os caminhos traçados pelos autores para pensar a agência humana, através de uma teoria disposicional da ação, que enfatiza os habitus de classe ou as disposições individuais. Por fim, discutiremos os avanços e limites observados nessas perspectivas na apreensão de questões centrais da teoria social contemporânea, como a capacidade reflexiva dos atores e seu papel na reprodução/transformação do mundo social. Essa análise permite questionar em que medida os autores conseguem superar as referidas dicotomias, uma vez que terminam por enfatizar o peso do social sobre as condutas individuais

Homeschooling and the criticism of school: hybridisms and educational (dis)continuities

Desde os anos 1960, o homeschooling apresenta dinâmicas de crescimento atualizadas nos diagnósticos da crise do capitalismo e dos sistemas educativos. Por ser praticado por famílias próximas do progressismo libertário, do cristianismo conservador ou de outras inspirações axiológicas, a abordagem investigativa presente neste texto pressupôs romper com uma visão unívoca e alheia à sua diversidade e aos diferentes graus de (in)formalidade dos quotidianos educativos de crianças e de jovens que caracterizam este fenómeno educativo. Procura-se captar as especificidades do ensino doméstico (ED) em Portugal e a sua crescente expressão social e educacional e reflete-se sobre os sentidos das aprendizagens que ele encerra. Conclui-se que o ED parece ser contrário aos horizontes formativos da criança segundo o interesse da sociedade, sendo omisso sobre o seu papel na emancipação dos sujeitos. Confrontam-se a escola e o seu modo de funcionamento a partir do racional do ED, à procura de novas epistemologias e de novas linhas de pesquisa.Since the 1960s, homeschooling has shown growth dynamics updated by the diagnosis of the crisis of capitalism and of educational systems. Because it is practiced by families close to libertarian progressivism, conservative Christianity, or other axiological inspirations, this paper’s approach sought to break with a univocal conception alien to its diversity and to the different degrees of (in)formality of the children’s and young people’s educational daily lives inherent to this educational practice. Therefore, this paper seeks to understand the specificities of Portuguese homeschooling and its increasing social and educational expression, and to reflect on the meanings of the learning it entails. Being unclear about its role on the emancipation of the subjects, homeschooling seems to be contrary to the educational horizons of the child according to the interests of the whole society. This paper confronts school and its way of functioning with the homeschooling rationale in order to search for new epistemologies and new lines of research.info:eu-repo/semantics/publishedVersio

: Familias populares e institução escolar : entre autonomia e heteronomia

Version française de "Familias populares e institução escolar : entre autonomia e heteronomia", Educação e Pesquisa, 2010, vol. 36, n°espcial, p. 65-76International audienceL'article se propose d'analyser quelques problèmes théoriques dans l'étude des relations entre familles populaires et école, problèmes qui sont ceux que rencontre la sociologie dans l'étude des classes populaires et de leurs relations avec le monde dominant et les institutions. Il explore la possibilité de dépasser l'alternative entre une perspective strictement légitimiste qui tend à réduire les classes populaires et leurs pratiques au rapport de domination qui les aliène (hétéronomie) et la perspective relativiste qui les envisage dans une altérité radicale (autonomie) en occultant les rapports sociaux de domination. Il insiste sur l'ambivalence des logiques et des pratiques des familles populaire

Everyday vulnerabilities and ''social dispositions'' in the Malian Sahel, an indication for evaluating future adaptability to water crises?

International audienceSince the 1970s, precipitation in the Sahel has decreased and become very irregular, leading to widespread drought, whilst the human need for water has rapidly increased. A new ''dispositions''-based approach was adapted in order to analyse human interactions with environmental hazards and applied to the case of Hombori village in northeastern Mali. This article explores how the population and political stakeholders perceive, live with and respond to the increasing scarcity of water. It also explores how their current vulnerability and ability to cope with variations in available water resources indicate future adaptability to climate shocks. On the one hand, this research shows how the population copes with variations in water resource availability: the population's socio-spatial organisation explains the inhabitants' exposure to this problem and some of the factors affecting vulnerability, the elderly and women being the hardest hit. The water issue is generally managed on a ''day-to-day'' basis and considered a big problem only in the dry season, thus lowering any incentive for self-protection. The main two variables that could explain this kind of risk management are the conflicting local governance and current social rules. On the other hand, the discussion of results, based on a conceptual model of social responses, explains why these current ''social dispositions'' to cope with and even address the water scarcity issue do not guarantee future adaptability to climate change

Towards a codification of practical knowledge

International audienceAs practical knowledge seems to have a central place in organisational issues, we focus on possibilities to study and formalize it. From an unusual theoretical perspective, we view practical knowledge as embodied knowing which only is only manifest through action in a particular situation. Although this knowledge is largely implicit, we try to make what is 'articulable' explicit. After highlighting the stakes involved in the codification of practices, we review the ontological and epistemological assumptions underlying the method developed. It is founded on participant observation, a video recording of a situated subjective perspective and an ex post interview using this perspective to aid an actor to make part of his/her practical knowledge explicit. We present its implementation within research on polar expeditions in order to understand how an experienced actor deals with risks. In conclusion, we point out (1) the importance of this kind of data in knowledge management, (2) some lines of further research