<?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>S1517-97022022000100511</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248254836por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreender e compreender-se: o campo educacional brasileiro num itinerário de leituras de Pierre Bourdieu]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding and Self-understanding: the Brazilian educational field within an itinerary of readings from Pierre Bourdieu]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Catani]]></surname>
<given-names><![CDATA[Denice Barbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100511&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto explicita e analisa uma modalidade de apropriação do pensamento de Pierre Bourdieu, indicando alguns pontos fundamentais para os estudos da área educacional. Remete às possibilidades de entendimento inscritas em sua sociologia no tocante à elaboração dos conhecimentos científicos e aos determinantes do campo, habitus e capitais ligados aos sujeitos e suas posições. Acentua, assim, a íntima conexão entre conhecimento científico e autoconhecimento. Entre seus objetivos, o texto pretende ser útil aos jovens pesquisadores ao mostrar possibilidades de pensamento &#8220;com Bourdieu&#8221; ao refazer um caso, e chamar a atenção para os problemas da produção dos conhecimentos em educação, histórica e socialmente. Sob a forma de um ensaio e valendo-se desta como método, constrói-se um itinerário pessoal de leituras da obra do autor, salientando duas perspectivas que orientaram as escolhas em diferentes momentos. Uma delas se refere ao desenvolvimento de investigações da história da educação brasileira e outra, aos trabalhos de pesquisa, ensino e intervenção para a formação de professores. Dada a natureza da escrita e a convicção de que são possíveis e desejáveis diversos modos de produção dos estudos educacionais, não se explicitam conclusões, em vez disso, propõe-se a multiplicação de perguntas que se desdobram da construção das ideias e dos percursos do pensamento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text renders explicit and analyses an appropriation modality of Pierre Bourdieu&#8217;s thinking, as it indicates some fundamental points for studies on the educational area. It refers to the possibilities of understanding inscribed in his sociology regarding the elaboration of scientific knowledge and the field&#8217;s determinants, habitus and capitals linked to subjects and their positions. It thus underlines the intimate connection between scientific knowledge and self-knowledge. Among its aims, the text seeks to be useful to young researchers as it shows the modalities of thinking &#8220;with Bourdieu&#8221; as I remake a case and bring attention to the problems of knowledge production in education, historically and socially. A personal itinerary of readings from the Bourdieu&#8217;s oeuvre is built in the form of an essay and using it as a method, highlighting two perspectives that guided choices in different moments. One of them refers to the development of investigations in the history of Brazilian education and the other refers to the research, teaching and intervention work involved in teachers&#8217; training. Given the nature of writing and the conviction that several modes of production around educational studies are possible and desirable, no conclusions are made explicit, but, instead, I propose a multiplicity of questions that unfold from the construction of ideas and from the thinking trajectories undertaken.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="pt"><![CDATA[Campo educacional]]></kwd>
<kwd lng="pt"><![CDATA[Itinerário de leituras]]></kwd>
<kwd lng="pt"><![CDATA[História da educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="en"><![CDATA[Educational field]]></kwd>
<kwd lng="en"><![CDATA[Itinerary of reading]]></kwd>
<kwd lng="en"><![CDATA[History of education]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
