Abstract
Introduction:
In Brazil, the field of physical therapy education has undergone transformations with regard to curricular models. However, changes require conscious, collective efforts to align multiple interests and achieve agreed goals, which usually do not occur without conflicts.
Objective:
To verify the tensions involving the curricular changes in a physical therapy course based on the concepts of field, habitus and capital of Pierre Bourdieu.
Method:
Qualitative study with field observation and interviews with teachers using a semi-structured script and content analysis.
Results:
Much internal resistance was observed, which prevented the process of change from expanding. Key disciplines were created with the aim to interconnect the curriculum matrix and favor content integration; however, these disciplines functioned, ultimately, like any other.
Conclusion:
Teachers continued to play by the rules of the field unaware of its determinations, that is, the agents’ habitus reflected the existing structure without changing the practices, and the discipline curriculum remained linear.
Keywords:
Physical Therapy; Higher Education; Education; Curriculum; Social Sciences
