<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000100063</article-id>
<article-id pub-id-type="doi">10.1590/S1517-97022015011454</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Campo e grupo: aproximação conceitual entre Pierre Bourdieu e a teoria moscoviciana das representações sociais]]></article-title>
<article-title xml:lang="en"><![CDATA[Field and group: a conceptual approximation between Pierre Bourdieu and the social representation theory of Moscovici]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Rita de Cássia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Pedro Humberto Faria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<fpage>63</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000100063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste artigo &#233; examinar a vis&#227;o da realidade (ou do espa&#231;o) social no pensamento de Pierre Bourdieu e na teoria das representa&#231;&#245;es sociais (TRS) de Serge Moscovici, tomando por desencadeador uma discuss&#227;o sobre a no&#231;&#227;o de campo, proposta por Bourdieu, particularmente quando exp&#245;e a sociologia do gosto, e a no&#231;&#227;o de grupo na TRS. Na sociologia de Bourdieu, o campo &#233; organizado por princ&#237;pios como capital econ&#244;mico e capital cultural, supondo lutas no espa&#231;o social, conforme posi&#231;&#245;es sociais, habitus e pr&#225;ticas culturais dos agentes. Na teoria das representa&#231;&#245;es sociais (TRS), os grupos, em suas comunica&#231;&#245;es, voltam-se para o campo de um objeto que os mobiliza, supondo igualdade na rela&#231;&#227;o de seus membros ao constru&#237;rem um conhecimento do senso comum, consensual, a respeito desse objeto. Em uma sociologia do gosto dos artistas, por exemplo, o soci&#243;logo de inspira&#231;&#227;o bourdiesiana pode fazer tamb&#233;m um quadro das pr&#225;ticas sociais desse grupo, n&#227;o somente as referentes a um &#250;nico objeto (arte). Por&#233;m, Bourdieu parece n&#227;o se ater ao estudo de grupos. Paralelamente, pode-se reprovar os estudiosos de representa&#231;&#227;o social por nem sempre darem import&#226;ncia suficiente &#224; base dos objetos materiais. Os dois autores t&#234;m em comum o fato de privilegiarem a dimens&#227;o simb&#243;lica na constru&#231;&#227;o da realidade social. T&#234;m tamb&#233;m como desafio comum superar a dicotomia subjetividade x objetividade na rela&#231;&#227;o indiv&#237;duo-sociedade. Por meio dessa aproxima&#231;&#227;o conceitual, o texto busca constituir um olhar psicossocial para a educa&#231;&#227;o, particularmente a escola, sem adotar de antem&#227;o uma teoria (TRS) em detrimento da outra (Bourdieu), mas problematizando-as reciprocamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[The aim of this article is to examine the view of social reality (or social space) both in Pierre Bourdieu&#8217;s thinking and in Serge Moscovici&#8217;s social representation theory (SRT), starting from a discussion on Bourdieu&#8217;s notion of field, particularly when he explains the sociology of taste, and on the notion of group in SRT. In Bourdieu&#8217;s sociology, the field is organized by principles such as economic and cultural capital, assuming that struggles occur in the social space according to agents&#8217; social positions, habitus, and cultural practices. In the social representation theory (SRT), groups orient themselves, in their communication, towards the field of an object that mobilizes them, assuming that there is equality in the relationships of members as they build consensual, common sense knowledge about this object. In a sociology of the taste of artists, for example, the Bourdieusian sociologist can also make a description of the social practices in this group, rather than describing only practices referring to a single object (art). However, Bourdieu does not seem to focus on the study of groups. On the other hand, social representation researchers could be criticized for not always giving enough importance to the foundation of material objects. Both authors have in common the fact of privileging the symbolic dimension in the construction of social reality. They also have in common the challenge of overcoming the subjectivity-objectivity dichotomy in the individual-society relationship. By means of such conceptual approximation, the article aims to build a psychosocial view of education, particularly of the school, without adopting in advance one theory (SRT) to the detriment of the other (Bourdieu).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria dos campos]]></kwd>
<kwd lng="pt"><![CDATA[Grupos]]></kwd>
<kwd lng="pt"><![CDATA[Teoria das representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Field theory]]></kwd>
<kwd lng="en"><![CDATA[Groups]]></kwd>
<kwd lng="en"><![CDATA[Social representation theory]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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