摘要：This article investigates how researchers build scientific legitimacy in the field of education in Brazil. The methodology involved quantitative studies on reference researchers’ curricula and qualitative analysis of interviews. Results show that, in face of appeals for productivity, teachers organize themselves in networks of knowledge production that go beyond collaboration networks centered at coauthorships. The study presents characteristics of the scientific field represented in the area of Education through three expressive cases that show how prestige and legitimacy in this area can be achieved by different combinations of scientific capital and political capital.
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