Repercussões da formação em nível superior nas práticas pessoais e profissionais de professores das camadas populares

• Ano de defesa: 2010
• Autor(a) principal: Regina Lucia Cerqueira Dias
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação e prática docente; História de vida; Habitus; Professores dos meios populares; Educação; Professores Formação; Pratica de ensino
• Link de acesso: http://hdl.handle.net/1843/FAEC-883QG3

This work aims to analyze how Teacher Education College influenced on personal and professional changes of a group of teachers from low-income class. Those women were attending college in order to work in kindergartens or the first classes of elementary school. I advised them to product academic memorials as a condition to bring graduation to a close. Those productions showed me the students' bumpy trajectories and how they depended on a great mobilization from themselves and their families to achieve the higher degree. Other questions guided this survey: Which factors encouraged those teachers to carry on with their studies, despite their background? Did they face financial, emotional and cultural difficulties during college years? Could they be aware of their pedagogical action's habitus that, according to Perrenoud, can provide changes in teaching practices? Which were the main contributions given by college to their instruction? Did the double role, teacher/student, foster the alteration of their teaching practice? Beyond college, were there other experiences to their personal and professional development? Which ones? I did a biographical approach so as to accomplish a qualitative research, rebuilding those women's histories, their lives in the social context and their gender. This work is based on the action theory (Bourdieu, Lahire) and on instruction and teaching practice (Perrenoud). Other authors, who developed works on both schooling for low-income people and instruction/teaching practice, were also fundamental. The data, collected through interviews, pointed out relevant changes of personal and professional practices, mainly concerning the professional habitus and transformations into tenderness related to their pupils. However it revealed some permanency, possibly due to problems which had ocurred in the subjects' familiar and educational constitution, that they have not overcome yet, affecting their personal and professional lives.