Pierre Bourdieu e os temas corpo e saúde no campo acadêmico-científico da Educação Física: revisão integrativa (2016-2020)

Abstract

This research has the general objective of analyzing how the academic-scientific field of Physical Education in Brazil used Pierre Bourdieu's theory to study the themes body and health in the period from 2016 to 2020. To this end, we mapped and classified by themes the scientific production of articles of Physical Education that triggered the theory of Pierre Bourdieu in the period from 2016 to 2020; we characterized and described the concepts triggered, the main works used and the types of theoretical appropriation of Bourdieu's work from the assumptions of Catani et al. (2002); and we analyzed how the field of Physical Education builds the objects of study from the relational concepts of Pierre Bourdieu. In this reflective exercise, we explore Pierre Bourdieu's biographical path, his method Theory of Practice, his relational concepts habitus, field and capital, and we group the French author's reflections about the sportive field and the scientific field; we talk about the development of the sociocultural subfield and some reflections about body and health from the theoretical corpus of Physical Education, and we show how the academic-scientific field of Physical Education has been producing its bibliographical researches with Bourdieusian theory in the last five years. About the methodological paths of this Integrative Review, the assumptions of Mendes et al. (2008) were used, and for the analysis of the bibliographic material and systematization of thematic categories we performed the Content Analysis of Bardin (2016); we also showed how the body and health appear in Bourdieu's theoretical framework, and in which scientific journals and regions of Brazil are located this scientific production. We also highlight the most used works, the concepts used, the types of appropriation of Bourdieu's work and the categories built a posteriori that clarify how such theory is used to build the following objects in the body and health theme. Some final considerations of this dissertation showed that Bourdieu's theory is powerful to explain the relationships that develop in the field of Physical Education. The most used works to study the theme body and health are The distinction: social criticism of judgment (1979) and The symbolic power (1989). Physical Education triggers a diversity of Bourdieusian concepts and notions to explain the hegemonic tendencies of the academic-scientific field; the imposition of aesthetic and corporal schemes for the construction of lifestyles, guided by doxa; the devaluation of cultural capital, inequality, and symbolic violence in Public Health; and the actualization of habitus and internalization of dispositions from the pedagogical actions of teachers. Finally, the inequalities, dominations, and symbolic violence that permeate the field have the power to guide body dispositions in practices and in Public Health.