Teaching Natural Sciences and Possible Paths to Strengthen Cultural Capital

Abstract

Theoretical framework: The concept of Capital that we take as a reference comes from Pierre Bourdieu in the reality of rural social spaces and the basis is that cultural differences can intervene in people's future and opportunities. If it doesn't exist, the chances of academic success and entry into higher education fall, as does the quality of life.   Methodology: with a qualitative profile, discourse analysis was the reference once the testimonies of 23 peasant students were accessed. With the speeches, the search was for the meanings in the constitutivity of the subjects and their speeches, refusing univocal, easy explanations and the insistent search for the ultimate and hidden meaning of things. Results and conclusion: regarding economic capital, we perceive its existence in the form of different factors of production, for example, land, factories, work and the set of economic goods such as money, heritage, material goods of the family in the countryside. But it was in the symbolic and cultural capital that the peasant reality could be evaluated.   Implications of the research: although social movements and their fight for rights, both in the field of education and to conquer the right to land, culture, history and memory is historic, education can break with issues that are not yet so well resolved.