<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062010000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino e cultura escolarizada: o habitus no processo de estruturação do campo social da escola]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vicente Junior]]></surname>
<given-names><![CDATA[Nelson]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2010</year>
</pub-date>
<volume>20</volume>
<numero>34</numero>
<fpage>101</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062010000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062010000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062010000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Nesse artigo apresento a contribuição do sociólogo francês, Pierre Bourdieu em alguns dos seus estudos e investigações sobre o sistema de ensino como reprodutor social, cultural, de exclusão, de um ensino teórico fragmentado e, na maioria das vezes, incentivando o modelo social competitivo agressivo. Nesta perspectiva, trago à discussão o ensino da Filosofia no Ensino Médio quando pode ser constatado que muito do que se ensina nesta disciplina é uma transposição da cultura tradicional filosófica, com recortes fragmentados e distantes dos acontecimentos e do cotidiano dos alunos. O conceito de habitus presente no pensamento de Bourdieu como processo de inculcação, sistema de disposições duráveis, de transmissão dos valores culturais e dos bens simbólicos na estruturas do campo social, faz parte do corpus teórico deste trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper I present the contribution of French sociologist Pierre Bourdieu in some of his researches and investigations about the method of teaching as a social, cultural, and exclusion method of a fragmented and theoretical teaching, which is, mostly, encouraging the competitive and aggressive social model. In this perspective, I bring to discussion the teaching of Philosophy in high schools, where it can be realized that much of what is being taught in this subject is a transposition of the traditional philosophical culture, with fragmented cuts and away from what is happening, and from the daily life of the students. The concept of habitus present in Bourdieu’s thought as a process of inculcation, system of durable dispositions, of transmission of cultural goods and of symbolic goods in the structure of the social area are all part of the theoretical corpus of this paper.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura Escolarizada]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Habitus]]></kwd>
<kwd lng="pt"><![CDATA[Capital Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="en"><![CDATA[Schooled Culture]]></kwd>
<kwd lng="en"><![CDATA[Philosophy Teaching]]></kwd>
<kwd lng="en"><![CDATA[Habitus]]></kwd>
<kwd lng="en"><![CDATA[Cultural Capital]]></kwd>
<kwd lng="en"><![CDATA[Pierre Bourdieu]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Ensino e cultura escolarizada: o habitus no processo de estrutura&ccedil;&atilde;o  do campo social da escola.</h2> <h3>Teaching and schooled  culture: the habitus in the structuring process of the social field of school.</h3>     <p>&nbsp;</p> <h4>Nelson Vicente Junior    <br> </h4> </font>      ]]></body>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Horizontes]]></source>
<year></year>
<numero>20</numero>
<issue>20</issue>
<page-range>59 - 69</page-range><publisher-loc><![CDATA[Bragança Paulista ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
