PROFESSORES INICIANTES EGRESSOS DO PIBID DA UNIVERSIDADE ESTADUAL DE MATO GROSSO DO SUL: HABITUS E CAPITAL CULTURAL EM MOVIMENTO

Abstract

The present research addresses issues that deal with public policies for the training and initiation of teaching of literacy teachers, specifically within the scope of the Institutional Program for the Initiation to Teaching (Pibid). Pibid, launched in 2007 by the federal government, presents a proposal that aims to make the teaching career more attractive to high school graduates; promote the appreciation of the teaching profession; and decrease the rate of abandonment of the profession among beginning teachers, in addition to with these measures, qualitatively improve the initial training of the graduates who will work in the public school. Thus, the general objective of this research is to understand the potential of the Program to promote movement of habitus and expansion of the cultural capital of graduates of the Pibid subproject of the Pedagogy course of the State University of Mato Grosso do Sul (UEMS) that today act as beginners in teaching. As specific objectives, it is pointed out: a) to show the possibilities of using the Bourdieusian concepts and the biographical method in the analysis of the effects, possibilities and limitations of the Pibid as a public policy focused on valuing the teaching profession and improving quality in basic education; b) raise and analyze literacy practices developed by beginning teachers of early childhood education to the 5th year of elementary school; d) identify and analyze evidence of habitus change, to understand the formation of dispositions to undertake literacy practices that take into account the processes of conceptualization of children when appropriating the system of alphabetic writing. We use the theoretical reference of Pierre Bourdieu and authors deriving from his work and as methodological procedures the documentary analysis, having as sources national researches and documents that show the effects of Pibid in Brazil and in Mato Grosso do Sul, narrative interviews with 10 beginning teachers, as well as reports and memorials that they produced during their participation in Pibid. The data were analyzed from the concepts of Discourse Analysis and the perspective of the biographical approach. As results, it pointed out that the subproject of the UEMS Pedagogy course presented a formative potential of new habitus, that is, of modification of the internalized appraisal and judgment schemes that are externalized in teaching actions differentiated from those found in the educational field, once that the agents set out to institute new literacy practices and to use coping strategies against the conception of hegemonic student, teaching, curriculum and evaluation in public schools. In summary, it understood that the habitus movement propitiated by the accumulation of cultural capital, through discussions and studies in the university about the experiences of the stage at the school during graduation, in which the pibidianos could not only observe, but also experience the practice of teaching with small groups of students with learning difficulties.