<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000100138</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n1.p138-159</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A influência do Capital Cultural e da Violência Simbólica na evasão]]></article-title>
<article-title xml:lang="en"><![CDATA[The influence of Cultural Capital and Symbolic Violence in SCHOOL dropout]]></article-title>
<article-title xml:lang="es"><![CDATA[La influencia del Capital Cultural Y de la Violencia Simbólica eN la evasión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Lee Elvis Siqueira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Volpato]]></surname>
<given-names><![CDATA[Gilvo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Criciúma SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>138</fpage>
<lpage>159</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000100138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A evas&#227;o escolar tem apresentado, ao longo dos anos, n&#250;meros alarmantes nas institui&#231;&#245;es de ensino do pa&#237;s. No ensino t&#233;cnico torna-se um problema conhecer as raz&#245;es desta evas&#227;o, fundamentalmente nos cursos p&#243;s ensino m&#233;dio. Este estudo teve como objetivo investigar se o capital cultural dos estudantes dos cursos t&#233;cnicos subsequentes e a viol&#234;ncia simb&#243;lica influenciam na evas&#227;o. Esta &#233; uma pesquisa de cunho explorat&#243;rio com uma abordagem qualitativa, cujos dados emp&#237;ricos foram coletados por um question&#225;rio aplicado a 52 estudantes e uma entrevista com 8 estudantes evadidos. Os dados foram interpretados na perspectiva da an&#225;lise de conte&#250;do com base nas teorias de Bourdieu, em especial no conceito de capital cultural e viol&#234;ncia simb&#243;lica. Atrav&#233;s desta pesquisa foi poss&#237;vel identificar que o capital cultural dos estudantes dos cursos subsequentes do IF-SC Campus Crici&#250;ma, em rela&#231;&#227;o ao conhecimento pr&#233;vio da &#225;rea do curso, tem influ&#234;ncia na evas&#227;o, e ainda estes estudantes sofrem viol&#234;ncia simb&#243;lica tanto por parte dos seus colegas, dos docentes e da estrutura curricular dos cursos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Over the years, dropout rates have shown alarming figures in Brazilian Education Institutions. At the Technical Education Institutions, it is necessary to understand the reasons that drive students to leave, especially post high school courses. The aim of this study was to investigate whether the cultural capital of students on technical courses, and symbolic violence, have any influence on dropout rates. This is an exploratory study, using a qualitative approach, with collection of empirical data through a survey, which was applied to 52 students, and an interview with 8 students who had dropped out. The data were interpreted using Bourdieu's concept of content analysis, in particular, the concept of cultural capital and symbolic violence. Through this research, it was identified that the cultural capital of students on the subsequent courses of the IF-SC's Crici&#250;ma Campus, in relation to prior knowledge in the area of the course, had an influence on drop-out rates, and these students also suffer from the symbolic violence, both from their colleagues, teachers, and the curricular structure of the courses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La evasi&#243;n escolar ha mostrado, a lo largo de los a&#241;os, un n&#250;mero alarmante en las instituciones educativas del pa&#237;s. En la instrucci&#243;n t&#233;cnica es un problema conocer las razones de esta evasi&#243;n. Este estudio tuvo como meta investigar si el capital cultural de los estudiantes de los cursos t&#233;cnicos subsiguientes y la violencia simb&#243;lica influenciaron en la evasi&#243;n. Es una investigaci&#243;n exploratoria de car&#225;cter cualitativo, cuyos datos emp&#237;ricos se recogieron mediante un cuestionario aplicado a 52 estudiantes y una entrevista con 8 estudiantes evadidos. Los datos se comprueban en funci&#243;n del an&#225;lisis de contenido basado en los conceptos de Bourdieu, especialmente el concepto de capital cultural y violencia simb&#243;lica. A trav&#233;s de esta investigaci&#243;n se observ&#243; que el capital cultural de los estudiantes de los cursos posteriores del IF-SC Campus Criciuma, en comparaci&#243;n con el conocimiento previo del &#225;rea del curso, tiene influencia sobre la evasi&#243;n, y que estos estudiantes sufren violencia simb&#243;lica por parte de sus compa&#241;eros, de los profesores y de la estructura curricular de los cursos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Capital cultural]]></kwd>
<kwd lng="pt"><![CDATA[Violência simbólica]]></kwd>
<kwd lng="pt"><![CDATA[Evasão]]></kwd>
<kwd lng="pt"><![CDATA[Ensino técnico]]></kwd>
<kwd lng="en"><![CDATA[Cultural capital]]></kwd>
<kwd lng="en"><![CDATA[Symbolic violence]]></kwd>
<kwd lng="en"><![CDATA[Dropout]]></kwd>
<kwd lng="en"><![CDATA[Technical education]]></kwd>
<kwd lng="es"><![CDATA[Capital cultural]]></kwd>
<kwd lng="es"><![CDATA[Violencia simbólica]]></kwd>
<kwd lng="es"><![CDATA[Evasión]]></kwd>
<kwd lng="es"><![CDATA[Educación técnica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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