SciELO - Scientific Electronic Library Online

 número49Genealogía pragmática de sí y antropotécnicas: formación activa en la educación superior en ColombiaEl imperativo de la inclusión por habitabilidad: el sujeto aprendiente índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados



Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google


Pedagogía y Saberes

versión impresa ISSN 0121-2494


OLIVEIRA BUENO, Belmira; MEDEIROS SARTI, Flavia  y  SCARAVELLI ARNOLDI, Eliana. Contributions of Educational Ethnography for the Study of Minorities/Majorities. Pedagogía y Saberes [online]. 2018, n.49, pp.151-164. ISSN 0121-2494.

This paper analyzes the issue of minorities/majorities in the field of education based on the results of three ethnographic studies carried out within the context of a special program for teachers from the State of Sao Paulo (Brazil), between 2001 and 2008. These studies were based on different authors: Rockwell, Bourdieu, De Certau, Chartier, and Lahire. Considering teachers as a type of cultural cross-borders, the article is about how they read and appropriate academic-educational, and the limits imposed by the type of training offered in the field of this program for more effective changes in their professional habitus. The article concludes that, regardless of the investments made in continuous training over the last decades in this country, its teachers continue to be in a situation of strong social vulnerability that may be only reverted if more consistent professional valuation policies are adopted.

Palabras clave : teachers; special programs; higher education; minorities/majorities; Brazil.

        · resumen en Español | Portugués     · texto en Portugués     · Portugués ( pdf )