This article presents the report of an empirical investigation on scientific production in Education using bibliometric and scientometric data analyzed based on concepts created by Pierre Bourdieu for the sociology of science with the aid of a historical and philosophical framework. Using metadata from more than 6000 theses defended between 1996 and 2016 in postgraduate education programs in Brazil with grades five and above, a map of the Social Hierarchy of Objects in the field of Education was generated. We also tried to empirically test the statement about research in Education that there was a loss of the research object in post-modernity and the importance in terms of scientific capital of Digital Information and Communication Technologies (TDIC). The data showed that the hierarchy of objects is very pulverized, but with a nucleus that concentrates a lot of scientific capital and that such concentration grew with the field. This can be explained by the high degree of heteronomy in the field and postmodern phenomena. However, it was possible to map that there are objects that bring more return of scientific capital to field agents: the teacher and his training. Therefore, there was no loss of the object. It was also possible to observe that words related to digital technologies grew and became part of the core of the hierarchy of objects in the field at the beginning of the 20th century. Digital Technologies are part of the core of the Social Hierarchy of Objects in the field of Education, mainly related to Distance Education.
For FULL-TEXT go to https://doi.org/10.1590/0104-4060.75776
Author(s): André Garcia Correa, Daniel Ribeiro Silva Mill
Organization(s): Federal Institute of Education Science and Technology, Federal University of São Carlos
Source: Educar em Revista