Abstract

COLLA, Rodrigo Avila. Scientifics authority and autonomy in education: a dialogic and comprehensive field. Rev. Diálogo Educ. [online]. 2018, vol.18, n.59, pp.1400-1418.  Epub Feb 05, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.059.ao05.

This article proposes an update of the Pierre Bourdieu’s fields theory to rethink the parameters used to assess the degree of scientific autonomy and authority in the education field. It uses theoretical review of authors as Bourdieu himself (1983, 2003, 2004), Bernard Lahire (2002), Bernard Charlot (2006), Boaventura de Sousa Santos (2004, 2008), Hans-Georg Gadamer (1999), José Carlos Libâneo (2005) and Émile Durkheim (2007; 2011). This is on the assumption that in the contemporary context, where the heterogeneity of demands intensifies, and a field with its specificities, in this case the Education, it is necessary to think about empowerment and the pursuit of scientific authority in other terms. It is suggested interdisciplinary dialogue and understanding among internal and external actors of the field as an alternative to obtaining recognition (scientific authority) and autonomy considering the particularities of the field of Education.

Keywords : Scientific Autonomy and Authority; Science of Education; Pierre Bourdieu; Sociology of Education; Fields Theory.

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