Versão forte ou versão matizada das teorias da reprodução cultural? Uma discussão

Abstract

The cultural reproduction theories applied to educational processes maintain that a set of characteristics related to disposition and acquired by the children and the young in their respective backgrounds, favour the learning process at school or, on the contrary, prejudice or inhibit it. Such theories try to identify resemblances or disparities between the two forms of socialization that are the school and the social environments. The greater and deeper the resemblances, the easier it will be for the children and the young to be successful at school. Conversely, the greater and deeper the disparties, the lower the chances of success. This article also maintains that a central aspect of the cultural reproduction theories, which can specified through the notion of educability, has been disregarded. Theoretically, dispositions acquired within a socialization context that is favourable to school learning should imply a progression if that same learning which ought to be higher that in a less favourable socialization context. However, some empirical research undertaken in the USA have not entirely confirmed what could be referred as the theoretical forecast in terms of educability and learning progress. Portuguese data analyzing different periods of time and social backgrounds also converge with some of the results of the American research.