Publications

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Journal Article
Massi, L, Moris CHA, Casellato F, Nascimento MM, Agostini G.  2023.  ACM e o campo de Bourdieu:: contribuições de pesquisas empíricas e estatísticas, 2023. BIB-Revista Brasileira de Informação Bibliográfica em Ciências Sociais. (99) Abstract

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Nascimento, MM, Massi L.  2023.  Nascimento, Matheus Monteiro, and Luciana Massi. "Compreendendo o negacionismo científico a partir da teoria dos campos de Bourdieu e da perspectiva transversalista da ciência. Estudos de Sociologia. 28(1)
Ostermann, F, Rezende F, Nascimento MM, Massi L.  2022.  The teaching area: drawing from Bourdieu’s field theory, 9. Educação e Pesquisa. 48: Faculdade de Educação da Universidade de São Paulo AbstractWebsite

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Abstract Pierre Bourdieu’s theoretical contributions pave the way for studying a wide range of social spaces, such as the academia. Through using Bourdieusian fields, our objective was to investigate whether the teaching area of the Coordination for the Improvement of Higher Education Personnel (CAPES) can be considered a relatively autonomous scientific field. Therefore, this study is motivated by two research questions: 1) what is the distribution of scientific capital in the teaching area; and 2) what are the implications of this distribution on its constitution as a scientific field. By crossing data on professors of programs in the field of education with the evaluation grade assigned by Capes to each of these programs, our analysis revealed that this area does not constitute a scientific field. Differently from what happens in well-established fields, most teaching advisors come from many different scientific backgrounds and do not recognize this field’s specific intellectual production as scientific capital. Assuming that the existing disputes between professors with less and more scientific capital can generate new conformations in the area, a possible structure could be a stabilization of the subgroup of professors with greater scientific capital and its constitution as a scientific field, whose agents become increasingly aware that their cognitive structure and ideals of education/research are different from what Capes intended to homogenize with the creation of a teaching area. We believe that our results can be a reference for critical reflection on the structure of the field of teaching, which is still driven by its agents.

Moris, CHAA, Massi L, Nascimento MM.  2022.  A EDUCAÇÃO EM CIÊNCIAS E A TEORIA DOS CAPITAIS DE BOURDIEU: UMA REVISÃO CRÍTICA DO CONCEITO DE SCIENCE CAPITAL. Investigacões em Ensino de Ciências. 27(1):367.: Universidade Federal do Rio Grande do Sul, Instituto de Física Abstract

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Agostini, G, Nascimento MM, Massi L.  2022.  SOCIOECONOMIC PROFILE OF UNDERGRADUATE CHEMISTRY STUDENTS: THE CASE OF UNESP-ARARAQUARA COURSES. QUIMICA NOVA. : SOC BRASILEIRA QUIMICA CAIXA POSTAL 26037, 05599-970 SAO PAULO, BRAZIL Abstract

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Nascimento, MM, Agostini G, Massi L.  2022.  Testing the frontiers of Teaching: the rate of adherence to the field among holders of productivity research grants. Ciência & Educação (Bauru). 28: SciELO Brasil Abstract

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Massi, L, Agostini G, Nascimento MM.  2021.  Bourdieu’s Field Theory and Science Education: Possible Articulations and Appropriations. Revista Brasileira de Pesquisa em Educação em Ciências. :e33830-27. Abstract

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Moura, CB, Nascimento MM, Lima NW.  2021.  Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic. Science & Education. 30(3):501-525.: Springer Abstract

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Nascimento, MM, Massi L.  2021.  Origem social e escolha pelo curso de graduação: inferências a partir de dados do ENADE. Revista NUPEM. 13(28):105-120.: Universidade Estadual do Paraná UNESPAR Abstract

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