Habitus, representação social e formação docente: a escolha profissional do Curso de Pedagogia por alunos de uma universidade federal do nordeste brasileiro

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Carla Dolores Menezes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Habitus; Representação social; Pedagogia
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/35899

This work was thought and initially structured from a reflection about the experience I experienced in the course of graduation in Pedagogy. I am looking for an analysis of the factors that influence the way in which a pedagogue emerges, from his choice of the course to the establishment of an identification with the profession, as an integral part of a professional category, seeking an analysis of the students' social representations about the course of Pedagogy. For this, the space of teacher training will figure as a field in this research. The data will be analyzed and interpreted in the light of the theoretical model “praxiology-social representations”, which articulates the central concepts of the practice of Pierre Bourdieu (habitus and cultural capital) with the theory of social representations of Serge Moscovici, in order to understand the current position of students in the educational field, their tastes, lifestyle and identity forms. For this, I set out to carry out an ethnographic research that seeks to apprehend the process of "emergence" of this pedagogue, working with the approach of narrative analysis, whose objective is not only to understand the speeches of my interlocutors, but to recognize what is the its meaning, that is, its value and its dependence on a given context. The subjects of this research are students of the Federal University of Ceará who study the last semester of graduation in Pedagogy. At the first moment a questionnaire and semi-structured interviews were used applied to the total of students of the class, that adds seventeen. In the second moment the field diaries and participant observation were complemented with testimonies of four informants, also students of said class. Finally, based on the analysis of the data presented, we conclude that the subjects' choice of course was not, to a large extent, a first option, but a consequence of non-approval in other intended courses, the ease of approval for the course of Pedagogy and also the fact that the course is offered at night, enabling them to reconcile academic activities with professionals. Another relevant element pointed out by the students as reference for the choice of Pedagogy course was the performance of some relatives in professional activities linked to Education, although many did not identify with this profession. Most of the interviewees are still (un)identified with their performance even after graduating.