Trajetórias educacionais, capital cultural e herança familiar

Abstract

The theoretical perspectives that relate education to the socio-economic development in the social sciences have followed two main lines of thought. The first, the functionalist perspective meritocratic, treats education as a means of overcoming social inequality in modern society. For her school would be responsible for equalizing the individuals, who from then develop skills and to differ on positions occupied from personal effort. The prospects of social reproduction, in turn, tend to emphasize the ambiguous role of the school system in the transmission of social inequalities. On the one hand the school has an important socializing role, it seems to convey the inequalities inherited within the family. Basically it is a relationship between family resources and educational outreach and social development of individuals. Among the major authors from the perspective of social reproduction in this paperhighlights the contribution of Pierre Bourdieu. According to the author, the incorporation of certain provisions generate habitus (both among students and among teachers) that are responsible for the maintenance and reproduction of class differences in classrooms. For more neutral that the educational system may be the class habitus determine the positions that individuals take in relation to formal education. The main component of habitus would be the cultural capital. Thus, an important facility for producing such arrangements would family. Given the hypotheses that focus between socioeconomic background, family and education, we intend to work the data from the Pesquisa de Amostra de Domicios de Minas Gerais (PAD / MG) and test the explanatory power of the hypothesis of social reproduction of inequalities from the information on family, educational and cultural practice in the presentstudy.