Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Silva, Luizana Rocha Migueis Ferreira da
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| Orientador(a): |
Marin, Alda Junqueira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
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| Departamento: |
Educação
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10469
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Resumo: |
This research has its origin on reflections based on my Masters degree results and on some observations made during my teaching practice in a Pedagogy course. These reflections led to a hypothesis of a symbolic elaboration of teaching, and they have, little by little, been outlined until we reached the idea of the teacher s body as the main mean of this symbolic elaboration. We highlight the relevance of this research due to the limited amount of national studies related to the teacher s body, and specially the existing gap in the field of dissertations and theses, regarding the sociological yardsticks, of the teacher s body in class. As a consequence of this and of the analysis developed during the literature review, we propose this main problem statement: In which way do the bodies of teachers (from the first years of Primary School*) externalize practical pedagogical plans of action, typical of the teaching process? The datagathering of this study based on a qualitative perspective of analysis was developed in a Primary public city school in Guarujá (São Paulo State Brazil) occurred in 2013, and used as tools the systematic observation, questionnaires, and interviews. The leading theoretical frame of reference adopted was Pierre Bourdieu and the concepts of habitus, hexis, symbol, and body, as he conceived them. Other authors brought significant contribution for this research, as David Le Breton and his sociological studies about the body, amongst other authors in the educational field. The main results obtained from this study point to: the erasure of the body as means of performing in classes, in the teacher s perception; the body as a tool for coercion and prejudice; the embodiment of dispositions for teaching since the initial socialization of the teacher, which has a great power of orienting the teaching practice in the school routine, and the reinforcement of the dispositions derived from the initial socialization during school time and during the teaching practice. These dispositions are displayed by an hexis filled with symbolisms, based on an ethos that permeates all the way of life and the profession of teaching. * Education levels in Brazil differ from the North American and the English. We refer here to the first nine years of basic education |
