RELIGACIÓN
Yazarlar: Luis Arturo Guerrero Azpeitia
Konular:-
DOI:10.46652/rgn.v5i25.672
Anahtar Kelimeler:Subjectivity,Habitus,Field,Higher education,Comparative method
Özet: This work rescues the use of Bourdieu's analytical tools to facilitate the articulation and construction of the object of study, the theoretical-methodological proposal, and the construction of the data. The general objective was to characterize some features of the transformation between capitals, habitus, and dispositions based on the academic trajectories of university professors of higher education in México. To this end, the object of study was built from the Theory of the Economics of Social Practices of Bourdieu with the intention of articulating the production of subjectivities based on the objective conditions of agents, so concepts such as field, capitals, habitus, doxa, hysteresis, and allodoxia are recovered. Methodologically and based on the fact that the theoretical perspective of the French sociologist is open and relational, the moments established by him were recovered and they are: 1) analyze the relationship of the field versus the field of power, 2) drawing a map of the objective structure of the relationships between positions and 3) analyze the habitus of the agents (Bourdieu and Wacquant, 2005); operationally, research techniques were used that favor data analysis from a relational and comparative perspective such as documentary research, multivariate analysis and the comparative method in education as an articulator. The selected analysis units were two institutions of the Subsystem of Polytechnic Universities in Mexico. The main results suggest that, derived from the juxtaposition of the various fields that converge in the field of education: (a) identified effects of capital transformation in habitus or in provisions based on the prevalence of one of the fields under study; (b) hysteresis effects were observed, as well as allodoxia traits in teachers' social practices when involved in the attention of students' emotional problems; (c) a devaluation of the technological capitals of the productive field became apparent when social agents enter the educational field since academic and symbolic capital prevails in the latter. By way of conclusion, the contrasting of the theoretical-methodological commitment with the empirical structure allowed, to know and recognize the importance of the study of the social trajectories of agents since the components of subjectivity are related to the objective conditions, conditions that, in this case, are regulated, conditioned and mediated by supranational bodies through the model of the educational subsystem under study.