ESTRATÉGIAS DE ESCOLARIZAÇÃO DAS FAMÍLIAS DE GRUPOS DO AGRONEGÓCIO DE MATO GROSSO DO SUL: LEITURAS NA TEORIA BOURDIEUSIANA

Abstract

The objective of this study is to identify and analyze the schooling strategies promoted by the families of agribusiness groups in Mato Grosso do Sul to ensure the reproduction of social, economic, cultural and school capitals, as well as their social reproduction, in order to make explicit how the distinctions of these groups are constituted and, consequently, the production of social inequalities. This research of the Research Line Education, Culture, Society/PPGEDU/FAED/UFMS is inserted in the academic studies gap about the strategies of schooling triggered by the families of agribusiness groups of Mato Grosso do Sul, identified from searches made on the platforms: Catalog of Thesis and Dissertations of CAPES, Brazilian Digital Library of Theses and Dissertations – BDTD, Scielo (Scientific Electronic Library Online), as well in the periodicals of Capes. The theoretical contribution of this research is in the studies produced by Pierre Bourdieu, as well as by his interlocutors. With the aim of approaching the issues raised by this study, a bibliographical review about the object in question, as well as deepening of the theory to be operated, is carried out. From the methodological point of view, semi-structured interviews were carried out and questionnaires were applied with five families living in the state of MS, with the scope of producing information about the agents of the study. The partial results indicate that the families investigated have a high economic capital, expressed by the possession of medium and large rural properties, by the possession of more businesses/companies, real estate and various consumer goods; and also a high cultural, educational and informational capital, expressed by the level of education of the parents and the knowledge of the school field and its hierarchies, as well as by the capacity to mobilize strategies in this field. We observed that families attribute a fundamental role to schooling as a way of ensuring the social reproduction of the family. Thus, the strategies of schooling are the choice of the school, strategies to follow school life and the performance of children, and extracurricular activities. The role of schooling in the reproduction of families is linked to the idea that the school will allow the heirs to acquire and expand the cultural capital of families, and thus the reproduction of cultural capital in the form of knowledge and learning, as well as cognitive development, fundamental to the heirs to ensure the reproduction of the various capitals of which the families are owners. We consider that families are part of the most favored fractions, possessing economic, cultural, social and symbolic means and resources that guarantee these advantages and privileges, in the disputes to maintain or subvert their position in the different social fields.