A construção do “habitus sociológico”: uma análise disposicionalista de Fernando Azevedo

Abstract

This research intends to understand what would have led a social agent not graduated in Social Sciences to act as a sociologist, namely: producing didactic works, participating in the organization of works, wanting to create courses in Social Sciences. The analysis considers two interdependent “dimensions”: the social structure, the social provisions and their agency. We will consider that Azevedo's practical sociological sense is the result of the disposition created in his socializing professional experiences within the social fields in which he was immersed, as well as the political and economic context favorable to his action. Understanding the social structure and the disputed symbolic symbols will provide us with elements to develop how a sociologist was produced, without having graduated in Social Sciences or Sociology. We triedto investigate the practices of that author, the places they were inserted, the relationships they maintained to understand the social incorporations, we will carry out our study from the theoretical-methodological perspectives based on Pierre Bourdieu, approaching a dispositional Sociology. In order to understand the habitus that led Fernando de Azevedo to act as a sociologist, it seems to us to be a sine qua non condition for identifying and understanding his position in the educational and political field. To do so, we will appropriate other biographical works about this author (NASCIMENTO, 2012; VIESTEL, 2013) and collect additional information about his trajectory, based on systematic searches in the Hemeroteca Nacional Digital. The time frame of our investigation takes place in 1930, the year he took over the coordination of the national library, until 1940, the year of publication of the last Sociology manual. Our hypothesis is that the operating logic of the educational field influenced his action as a sociologist; which corroborates the understanding of the history of Brazilian Sociology, and, in particular, of school Sociology, since many of its actions and works were relevant to the process of institutionalization of the discipline in the first half of the 20th century (NASCIMENTO, 2012).