Habitus e prática docente nas escolas do ensino fundamental I em Parnamirim-RN

Abstract

The notion of habitus, developed by Pierre Bourdieu, and laying it down with the teaching practice and vice versa comprise the analysis undertaken here. Naturally, concepts such as field, capital and symbolic power, also prepared by him throughout their sociological research, represent important tools in this research work about the components that make up the Faculty practice. Thus, we focus on the actions that characterize this practice and which has the habitus its triggering mechanism, i.e. a device that not only produces the actions, but also changes from them. Based on this perspective, therefore, we are using as methodological feature the collective subject discourse (DSC) and your software (Qualiquantsoft), which aim to understand how certain collective thinking regarding the issues that afflict him. In addition, we undertook during the fieldwork, participant observation techniques as a tool to capture some nuances that permeate the school environment. Our proposal was to observe in what circumstances the objective conditions experienced by teachers in elementary schools I in Parnamirim-RN, tend to conflict with the provisions incorporated by them in their daily life. To put it another way, it means that it is not always the practice can reconcile Professorial what had previously been prescribed and thus widely accepted, with the way to perceive, evaluate and act for each. Although usually pass unnoticed, this disharmony is more common than you think. Proof of this are the looks directed those who fortuitously doubters fail to adapt immediately to regulations imposed by the education system (SE).