Entre formação e adestramento: uma análise sociológica do habitus escolar militarizado em um colégio militar

Abstract

Based on central works of Pierre Bourdieu's thought (1978, 2001 e 2007) we undertook a sociological study that approached a group of alumni of the Military College of Santa Maria - CMSM, young people who currently attend the most disputed courses at the Federal University of Santa Maria - UFSM. Through the analysis of contents and a series of interviews, our research sought to highlight the aspects related to the constitution of a Militarized School Habitus and the provisions that integrate it. We take into account the relationship between family longings and the task assigned to the school institution mentioned. We consider the academic context in Brazil, where most university students are generally well prepared to compete for the offered positions, especially those of the most renowned courses (Medicine, Law and Engineering). We then assume the phenomenon of social reproduction as the guiding thread in our study. Historically, we have sought to position CMSM as a prestigious school institution, due to the excellent results that have been offered to military families over the years. According to John Schulz (1994), it is from 1850 that we can speak of a "military intervention" in Brazil. During the second reign the Brazilian military forces undergo a series of modifications, aiming at its material, institutional and human improvement. Members of the military class were then concerned about the kind of education their children might have and, given the possibilities, the Military Colleges emerged as spaces of formation distinct from the others, especially the forms analogically structured from the military world. Discipline and hierarchy act as beacons that guide individual conduct daily in these social spaces, focusing their strength under the bodies and at the same time in the subjectivities of the shared. Concomitantly, the students seek to achieve a series of symbolic goods offered in a kind of goods market, which are coveted by them through school and disciplinary use. In higher education, these goods take on new forms, conditioned by the dynamics of the securities market. From this, we analyze the dispositional sets that are activated along the intellectual trajectories of these young people, as they move from the educational space of formation to the academic space of formation.