?Ser ou não ser professor (a)?? a construção da identidade profissional docente

• Ano de defesa: 2023
• Autor(a) principal: Vieira, Emannuella Santana
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Sociologia; Programa de Pós-Graduação em Sociologia; UFPB
• Palavras-chave em Português: Formação de professores; Ensino de sociologia; Identidade docente; Licenciatura; Ciências sociais; Teacher education; Teaching of sociology; Teaching identity; Graduation; Social sciences; Formation des enseignants; Enseignement de la sociologie; Enseigner l'identité; L'obtention du diplôme; Sciences sociales; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32194

Studies on teacher training in Brazil are not few and are part of a large group that deals with professional training. But studies aimed at training Sociology teachers in high school are still scarce in Brazil. This thesis project is about teacher training and is guided by the concepts of habitus, social class, field, capital and social trajectories developed by Pierre Bourdieu and about the writing of oneself based on what Borges (2010) presents. We use the conceptualization of primary and secondary socialization developed by Berger and Luckmann and professional socialization presented by Claude Dubar. We question how the theoretical and practical experiences experienced in the initial training process, starting from basic education and culminating in higher education, contribute and/or can contribute to the acquisition of professional habitus and identification with the teaching profession. How identification with the profession happens and is established, having as a field of analysis the relationships established between students, teachers and other individuals in the places where the practical and theoretical experiences of the training process took place. What relationships are established between these individuals? How do these relationships contribute to the constitution of professional habitus? We start from the hypothesis that the professional socialization promoted by the training process in the undergraduate course and the anticipated experiences of the professional content obtained in the supervised internship subjects (teaching practice), regarding the performance of the future social scientist, allows the creation of a framework of knowledge prior to professional practice that would enable possible identification with the teaching profession. And as the process, for the majority, was incomplete due to the lack of access to moments of practice and experiences in high school classrooms, the constitution of this habitus is compromised, leading to the non-internalization of this practical knowledge from experience that would be of great value in the composition knowledge and recognition of the profession.