Saberes sociais e literatura: capital cultural nas tramas de A Caverna de José Saramago

• Ano de defesa: 2016
• Autor(a) principal: Lima, Clêidna Aparecida de
• Orientador(a): Pessoa, Jadir de Morais
• Banca de defesa: Valdez, Diane, Pinto, Divino José, Lima Filho, Manuel Ferreira, Lage, Micheline Madureira, Costa, Keila Matida de Melo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Saberes sociais; Sociologia da literatura; Formação humana
• Palavras-chave em Inglês: Social knowledge; Sociology of literature; Human formation
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/6510

This thesis, linked to the ‘Education, Labor and Social Movements’ line of research, in the Program of Graduate Studies in Education at the Federal University of Goiás, investigates, through bibliographic and documentary research in the field of studies involving Sociology of Literature and Human Formation, how sociocultural knowledge is constructed and exchanged in José Saramago’s The Cave (2000). The research question deals with the perpetuation of cultural capital in the constitution of social knowledge, in the light of Pierre Bourdieu’s sociological perspective on culture. The social field presented in the work under analysis highlights the constitution of sociocultural knowledge, created in the social framework of the novel’s plot. The research undertaken for this thesis points to a homology between literary art and social life as one of the many forms of knowledge and social awareness. In addition, literary discourse is effective in the social “struggle” as it deconstructs the mechanisms of domination in society, which overlap in the fields of cultural production, and allows for a “socioanalysis” of plural knowledge inherent to the humanizing formative process.