<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822021000100002</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2021.1.31745</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abordagem disposicional como ferramenta para compreender o subcampo da Educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Dispositional approach as a tool to understand the sub-field of Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Abordaje disposicional como herramienta para comprender el subcampo de la Educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caregnato]]></surname>
<given-names><![CDATA[Célia Elizabete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miorando]]></surname>
<given-names><![CDATA[Bernardo Sfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Ricardo Cortez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bevilaqua]]></surname>
<given-names><![CDATA[Vinicius Foletto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ciências da Saúde de Porto Alegre (UFCSPA)  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdade CMB  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822021000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo propõe compreender aspectos da pesquisa em Educação no Brasil a partir do conceito de disposições, verificando-as em depoimentos de líderes de grupos de pesquisa. A abordagem se dá a partir da sociologia crítica, com base no arcabouço teórico desenvolvido por Pierre Bourdieu e Bernard Lahire. O material empírico é composto por entrevistas, cujo conteúdo foi categorizado através de análise qualitativa. Há evidências de disposições alinhadas àquilo que a literatura sociológica identifica como propriedades gerais do campo científico, como a competência para operar o ludus e a apetência e a competência para a interlocução. Ao mesmo tempo, emerge um conjunto de elementos que indicam disposições particulares ao subcampo da Educação, aqui caracterizadas como apetência para a intervenção socioeducacional. Tal característica, associada a ideias de emancipação e mudança social, pode ser reconhecida como uma das particularidades que compõe a singularidade da pesquisa educacional dentro do campo científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article proposes to understand aspects of educational research in Brazil using the concept of dispositions, verifying them in statements by researchers leading research groups. The approach is based on critical sociology, from the theoretical framework developed by Pierre Bourdieu and Bernard Lahire. The empirical material comprises interviews, whose content was categorized through qualitative analysis. There is evidence of dispositions in line with what is identified in sociological literature as general properties of the scientific field, such as the competence to operate the ludus and the apetence and competence for dialogue. At the same time, there is an emerging set of elements that point out to dispositions which are particular of the Education sub-field, which we name apetence for socio-educational intervention. This feature, associated with ideas of emancipation and social change, can be recognized as one of the peculiarities that make up the singularity of educational research within the scientific field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo propone comprender aspectos de la investigación en Educación en Brasil a partir del concepto de disposiciones, verificándolas en declaraciones de investigadores líderes de grupos de investigación. El enfoque se basa en la sociología crítica y en el marco teórico desarrollado por Pierre Bourdieu y Bernard Lahire. El material empírico consta de entrevistas, cuyo contenido ha sido categorizado mediante análisis cualitativo. Hay evidencias de disposiciones acordes con lo identificado en la literatura sociológica como propiedades generales del campo científico, como la competencia para operar el ludus y el apetito y competencia por la interlocución. Al mismo tiempo, emerge un conjunto de elementos que señalan disposiciones particulares en el subcampo Educación, al que llamamos el apetito por la intervención socioeducativa. Esta característica, asociada a los ideales de emancipación y cambio social, puede ser reconocida como una de las peculiaridades que configuran la singularidad de la investigación educativa dentro del campo científico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[disposições]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa em educação]]></kwd>
<kwd lng="pt"><![CDATA[habitus]]></kwd>
<kwd lng="pt"><![CDATA[campo científico]]></kwd>
<kwd lng="en"><![CDATA[dispositions]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[habitus]]></kwd>
<kwd lng="en"><![CDATA[scientific field]]></kwd>
<kwd lng="es"><![CDATA[disposiciones]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[habitus]]></kwd>
<kwd lng="es"><![CDATA[campo científico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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