<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922015000300633</article-id>
<article-id pub-id-type="doi">10.20396/etd.v17i3.8638223</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Classes sociais, campo, grupos: contribuições para pensar a função social da escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Social classes, field, groups: contributions to thinking about the school's social role]]></article-title>
<article-title xml:lang="es"><![CDATA[Clases sociales, campo, grupos: contribuciones para pensar en la función social de la escuela]]></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[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>633</fpage>
<lpage>652</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922015000300633&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922015000300633&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922015000300633&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Para abordar as rela&#231;&#245;es sociais que ocorrem na escola, o presente artigo prop&#245;e amplia&#231;&#227;o da perspectiva econ&#244;mica do conceito de "classes sociais", privilegiando a riqueza das intera&#231;&#245;es sociais que ocorrem no cotidiano escolar, por causa, principalmente, da intensidade das trocas simb&#243;licas presentes nesse espa&#231;o. Toma-se como refer&#234;ncia o conceito bourdieusiano de "campo", em que circulam diversas formas de capital (econ&#244;mico, cultural, social e simb&#243;lico) engendrando lutas materiais e simb&#243;licas. O texto tem como ponto de partida concep&#231;&#245;es de "fun&#231;&#227;o social da escola" para diversos autores (Dewey, Durkheim, Parsons, Pistrak), chegando ao contexto franc&#234;s dos anos 1970 em que Bourdieu defende a ideia da escola reprodutora da sociedade de classes, portanto, lugar de luta de classes. Essa discuss&#227;o permite refletir sobre a inclus&#227;o/exclus&#227;o na escola, apontando-se a exclus&#227;o como "paradigma societ&#225;rio" dentro do qual h&#225; divis&#245;es sociais com dominantes e dominados, tanto economicamente quanto simbolicamente. Buscando um modo de compreender a fun&#231;&#227;o social da escola para al&#233;m da dimens&#227;o econ&#244;mica das classes e levando em conta a rela&#231;&#227;o inclus&#227;o/exclus&#227;o, enfatiza-se um olhar simb&#243;lico para o espa&#231;o escolar com fundamenta&#231;&#227;o na no&#231;&#227;o de "campo", com aten&#231;&#227;o para os "grupos". Defende-se a necessidade de buscar um referencial te&#243;rico que explique melhor as rela&#231;&#245;es sociais entre diversos agentes/grupos, contexto social e cultura escolar. &#192; guisa de conclus&#227;o, indica-se a fecundidade da aproxima&#231;&#227;o entre a sociologia de Bourdieu e a perspectiva psicossocial da teoria moscoviciana das representa&#231;&#245;es sociais para explicar as rela&#231;&#245;es materiais e simb&#243;licas que ocorrem na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[To approach the social relations occurring in the school, this article proposes widening the economic perspective on the concept of "social classes", privileging the richness of social interactions occurring in school's everyday life, due mainly to the intensity of symbolic exchanges in this environment. As a reference, we adopted the Bourdieusian concept of "field", in which various forms of capital (economic, cultural, social, and symbolic) circulate, engendering material and symbolic struggles. The text starts with conceptions of the "social role of school" according to various authors (Dewey, Durkheim, Parsons, Pistrak) until the French context of the 1970's, in which Bourdieu affirms the idea of schools as entities that reproduce the society of classes, therefore, a place of class struggles. This discussion allows reflecting about inclusion/exclusion in the school and pointing to exclusion as a "societarian paradigm" in which there are social divisions with dominant and dominated elements, both economically and symbolically. In pursuit of a way to understand the social role of school beyond the economic dimension of classes, and taking into account the inclusion-exclusion relationship, we emphasize a symbolic perspective to the school environment founded on the notion of "field", with attention to "groups". We affirm the necessity of seeking a theoretical framework that can better explain the social relations between various agents/groups, social context, and school culture. By way of conclusion, we point to the fruitfulness of approximating Bourdieu's sociology to the psychosocial perspective of Moscovici's theory of social representations in order to explain the material and symbolic relations occurring in the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Para tratar de las relaciones sociales que ocurren en la escuela, el presente art&#237;culo propone ampliar la perspectiva econ&#243;mica del concepto de "clases sociales", privilegiando la riqueza de las interacciones sociales que tienen lugar en el d&#237;a a d&#237;a escolar, a causa, principalmente, de la intensidad de intercambios simb&#243;licos presentes en este espacio. Se toma como referencia el concepto bourdieusiano de "campo", en el que circulan diversas formas de capital (econ&#243;mico, cultural, social y simb&#243;lico) que originan luchas materiales y simb&#243;licas. El texto tiene como punto de partida concepciones de "funci&#243;n social de la escuela" de diferentes autores (Dewey, Durkheim, Parsons, Pistrak) para llegar al contexto franc&#233;s de los a&#241;os 1970, en el que Bourdieu defiende la idea de la escuela reproductora de la sociedad de clases; por tanto, lugar de lucha de clases. Esta discusi&#243;n permite reflexionar acerca de la inclusi&#243;n/exclusi&#243;n en la escuela y distinguir la exclusi&#243;n como "paradigma societario" que comprende divisiones sociales con dominantes y dominados, tanto econ&#243;micamente como simb&#243;licamente. Buscando un modo de entender la funci&#243;n social de la escuela m&#225;s all&#225; de la dimensi&#243;n econ&#243;mica de las clases y teniendo en cuenta la relaci&#243;n inclusi&#243;n-exclusi&#243;n, se enfatiza una mirada simb&#243;lica hacia el espacio escolar con fundamentaci&#243;n en la noci&#243;n de "campo", con atenci&#243;n a los "grupos". Se defiende la necesidad de buscar un referente te&#243;rico que explique mejor las relaciones sociales entre diversos agentes/grupos, contexto social y cultura escolar. A modo de conclusi&#243;n, se indica la fecundidad de la aproximaci&#243;n entre la sociolog&#237;a de Bourdieu y la perspectiva psicosocial de la teor&#237;a moscoviciana de las representaciones sociales para explicar las relaciones materiales y simb&#243;licas que ocurren en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Classe Social]]></kwd>
<kwd lng="pt"><![CDATA[Grupos]]></kwd>
<kwd lng="pt"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="pt"><![CDATA[Trocas Simbólicas]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Social Class]]></kwd>
<kwd lng="en"><![CDATA[Groups]]></kwd>
<kwd lng="en"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="en"><![CDATA[Symbolic Exchanges]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Clase Social]]></kwd>
<kwd lng="es"><![CDATA[Grupos]]></kwd>
<kwd lng="es"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="es"><![CDATA[Intercambios Simbólicos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
