Movimento do habitus e ampliação do capital cultural na trajetória de professores iniciantes

Abstract

The following research addresses to issues that approach the initial academic formation and the beginning into teaching practice, of the teachers from Pedagogy degree at Federal University of Mato Grosso do Sul (UFMS) and also State University of Mato Grosso do Sul (UEMS) which are two public educational institutions located in Campo Grande. The research is linked to the Research Line – Education, Culture, Society, of the Postgraduate Program in Education (PPGEdu) that is maintained by the Education College of the Federal University of Mato Grosso do Sul. The aim is about understand the process of changing from the student “habitus” to the teacher “habitus” onto beginning teachers’ practices. The relevance of this research comes from the understanding that public universities have the historical responsibility for promoting theoretical-practical learning, with technical and scientific and political dimensions, whose reveals us the importance of looking into the extent of a participation through academic activities - in addition to the disciplines on Pedagogy course role at the aforementioned institutions - arising provisions for the constitution of a student “habitus” and the improvement of the ability to dwell on the school area and teaching practices. For this proposal, the main contribution has been the theory mobilized by Pierre Bourdieu, whose enables the understanding of the structuring and structured and structures which form the habitus. As methodological procedures systematic review, documental analysis of pedagogical proposals and projects and programs developed by the investigated institutions have been carried out; narrative interviews with eight beginning teachers who have graduated from these courses; analysis of internship reports and memorials, that were produced by agents during their stay in graduation. Based on the understanding that the “habitus” is durable, but is also capable of movement, three moments of the research agents’ way have been delimited for analysis: a) childhood, social interaction and introduction into the school environment, as this being a point of departing for the constitution of the agent's formative process; b) the formative experiences that they have lived in Higher Education, when the agent could expand their cultural capital through the access to scientific knowledge, which might support their professional practice; c) the insertion in the professional field and acting as a beginner in teaching. As a result, it is aimed in the looked into institutions dissipated a curriculum whose has provided to the graduates the formation of a student habitus, which has kept after degree, as they have incorporated systematic moments for studying and researching into their routine. There was also an increase in the cultural capital amount, notably in its institutionalized and objectified states, with signs of movement of this mentioned capital. The process of moving the perception schemes and approach of the student “habitus” with a view to structuring the teacher habitus involved, at first, the changing of conceptions about the educational area and, the mobilization to face the challenges which have been experienced in the first experiences as professionals.