Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba

Detalhes bibliográficos
Autor(a) principal: Knoblauch, Adriane
Data de Publicação: 2008
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/10638
Resumo: The present work discusses the professional socialization of teachers in the first years of career in the Fundamental Level in the city of Curitiba. Based on the studies of Pierre Bourdieu, professional socialization means the process through which occurs the incorporation of aspects of the habitus of a certain professional group, based on the origin of the agents. The habitus is understood here as the aspects present in the school´s culture which guide actions and behavior in the interior of a professoral group. The purpose if this study was understand the means by which occurs the professional socialization of beginning teachers, because such aspects belong to a major process of formation of the teacher. The final objective was to contribute with the theories of teacher professionalization. Data were collected by the observation of five teachers in the beginning if their career in a school in the outskirts of Curitiba, during planning time, meetings and other groupal activities in the school, so as to accompany their behavior in relation to other teachers. The five teachers were also interviewed so as to try to establish characteristics of their original habitus, considering financial, cultural and social aspects of their families, as well as their school history and the beginning of the career as a teacher. Other personnel of the school were interviewed, so as to learn how the beginning teachers are seen by them. The analysis of the data, subsidized by studies of Bourdieu and Elias, signaled that, in the professional socialization process, three aspects of the relation between the original habitus of the teachers and the internal school dispositions combine: there are dispositions which need to be incorporated, because they are completely new, such as terms by which the new teachers will need to describe their students´ development, which shows their lack of linguistic capital, necessary for teaching; other dispositions were already a part of their habitus, but needed to be adapted because the teachers learned them when they were students themselves; and there are dispositions in the original habitus which were maintained the submission to the superiors in school, the moral of effort, which comes from their vision of work and the ethics of care and tenderness, which comes from their feminine memory. Such adapted, new and maintained dispositions guided the teachers actions in the beginning of their professional life
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spelling Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4706378A1Knoblauch, Adriane2016-04-27T16:33:30Z2008-03-312008-02-27Knoblauch, Adriane. Learning to be a teacher: a study on the professional socialization of beginning teachers in the city of Curitiba. 2008. 176 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/10638The present work discusses the professional socialization of teachers in the first years of career in the Fundamental Level in the city of Curitiba. Based on the studies of Pierre Bourdieu, professional socialization means the process through which occurs the incorporation of aspects of the habitus of a certain professional group, based on the origin of the agents. The habitus is understood here as the aspects present in the school´s culture which guide actions and behavior in the interior of a professoral group. The purpose if this study was understand the means by which occurs the professional socialization of beginning teachers, because such aspects belong to a major process of formation of the teacher. The final objective was to contribute with the theories of teacher professionalization. Data were collected by the observation of five teachers in the beginning if their career in a school in the outskirts of Curitiba, during planning time, meetings and other groupal activities in the school, so as to accompany their behavior in relation to other teachers. The five teachers were also interviewed so as to try to establish characteristics of their original habitus, considering financial, cultural and social aspects of their families, as well as their school history and the beginning of the career as a teacher. Other personnel of the school were interviewed, so as to learn how the beginning teachers are seen by them. The analysis of the data, subsidized by studies of Bourdieu and Elias, signaled that, in the professional socialization process, three aspects of the relation between the original habitus of the teachers and the internal school dispositions combine: there are dispositions which need to be incorporated, because they are completely new, such as terms by which the new teachers will need to describe their students´ development, which shows their lack of linguistic capital, necessary for teaching; other dispositions were already a part of their habitus, but needed to be adapted because the teachers learned them when they were students themselves; and there are dispositions in the original habitus which were maintained the submission to the superiors in school, the moral of effort, which comes from their vision of work and the ethics of care and tenderness, which comes from their feminine memory. Such adapted, new and maintained dispositions guided the teachers actions in the beginning of their professional lifeEste trabalho discute a socialização profissional de professores dos anos iniciais do Ensino Fundamental em início de carreira do município de Curitiba. Com base nos estudos de Pierre Bourdieu, entende-se por socialização profissional o processo pelo qual ocorre a incorporação de aspectos do habitus próprio de um grupo profissional que se dá a partir do habitus de origem dos agentes. Em se tratando do grupo docente, o habitus está sendo entendido aqui por aspectos presentes na cultura da escola que orientam ações e comportamentos em seu interior. O objetivo do trabalho foi compreender o modo pelo qual ocorre a socialização profissional de professores iniciantes por entender que tais aspectos fazem parte do amplo processo de formação de professores, com vistas a contribuir para a teorização sobre profissionalização docente. Os dados foram coletados por meio da observação de cinco professoras em início de carreira de uma escola da periferia de Curitiba durante os horários de planejamento, de reuniões e de outros momentos de convívio no interior da escola para acompanhar a atuação delas perante outras professoras. Além disso, foram realizadas entrevistas com elas para tentar estabelecer facetas do habitus de origem delas no que se refere ao capital econômico, cultural e social de suas famílias, à trajetória escolar delas e ao início da carreira docente. Entrevistas também foram realizadas com outros profissionais da escola a fim de reconhecer a forma como as professoras em início de carreira eram vistas por eles. A análise dos dados, subsidiada por estudos de Bourdieu e Elias, apontou para um processo de socialização profissional em que três aspectos se complementam na relação entre o habitus de origem das professoras e as disposições para a docência instaladas no interior da escola: há disposições que precisaram ser incorporadas que são completamente novas, tais como a incorporação novos termos por parte das professoras iniciantes para descrever o desenvolvimento de seus alunos, o que revela desconhecimento delas em aspectos lingüísticos do capital cultural necessário para a docência; outras disposições já estavam instaladas no habitus, mas precisaram ser adaptadas tendo em vista que foram vivenciadas pelas professoras enquanto alunas, tais como a organização do tempo escolar; e há, ainda, disposições presentes no habitus de origem das professoras iniciantes que foram mantidas no processo de socialização profissional, quais sejam, a submissão frente à esfera de poder da escola, a moral do esforço decorrente da visão de trabalho presente nas professoras e a ética do cuidado e carinho, decorrente da memória feminina delas. Tais disposições - adaptadas, novas e mantidas - orientaram ações das professoras no início da carreira docenteCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22352/Adriane%20Knoblauch.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoSocialização profissionalProfessores iniciantesCultura da escolaProfessores de ensino fundamental -- Formacao profissionalSocializacaoProfessional socializationBeginning teachersHabitusSchool cultureCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de CuritibaLearning to be a teacher: a study on the professional socialization of beginning teachers in the city of Curitibainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAdriane Knoblauch.pdf.txtAdriane Knoblauch.pdf.txtExtracted texttext/plain410053https://repositorio.pucsp.br/xmlui/bitstream/handle/10638/3/Adriane%20Knoblauch.pdf.txt68157f593fe3c53a79bb529ac7713380MD53ORIGINALAdriane Knoblauch.pdfapplication/pdf3525095https://repositorio.pucsp.br/xmlui/bitstream/handle/10638/1/Adriane%20Knoblauch.pdf5342f10d7ec705e3fae37b51fd6a8ce2MD51THUMBNAILAdriane Knoblauch.pdf.jpgAdriane Knoblauch.pdf.jpgGenerated Thumbnailimage/jpeg3242https://repositorio.pucsp.br/xmlui/bitstream/handle/10638/2/Adriane%20Knoblauch.pdf.jpg15d2389b5521e55c519b6124f8d20299MD52handle/106382022-06-10 14:02:14.135oai:repositorio.pucsp.br:handle/10638Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-10T17:02:14Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
dc.title.alternative.eng.fl_str_mv Learning to be a teacher: a study on the professional socialization of beginning teachers in the city of Curitiba
title Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
spellingShingle Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
Knoblauch, Adriane
Socialização profissional
Professores iniciantes
Cultura da escola
Professores de ensino fundamental -- Formacao profissional
Socializacao
Professional socialization
Beginning teachers
Habitus
School culture
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
title_full Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
title_fullStr Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
title_full_unstemmed Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
title_sort Aprendendo a ser professora: um estudo sobre a socialização profissional de professoras iniciantes no município de Curitiba
author Knoblauch, Adriane
author_facet Knoblauch, Adriane
author_role author
dc.contributor.advisor1.fl_str_mv Marin, Alda Junqueira
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4706378A1
dc.contributor.author.fl_str_mv Knoblauch, Adriane
contributor_str_mv Marin, Alda Junqueira
dc.subject.por.fl_str_mv Socialização profissional
Professores iniciantes
Cultura da escola
Professores de ensino fundamental -- Formacao profissional
Socializacao
topic Socialização profissional
Professores iniciantes
Cultura da escola
Professores de ensino fundamental -- Formacao profissional
Socializacao
Professional socialization
Beginning teachers
Habitus
School culture
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Professional socialization
Beginning teachers
Habitus
School culture
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The present work discusses the professional socialization of teachers in the first years of career in the Fundamental Level in the city of Curitiba. Based on the studies of Pierre Bourdieu, professional socialization means the process through which occurs the incorporation of aspects of the habitus of a certain professional group, based on the origin of the agents. The habitus is understood here as the aspects present in the school´s culture which guide actions and behavior in the interior of a professoral group. The purpose if this study was understand the means by which occurs the professional socialization of beginning teachers, because such aspects belong to a major process of formation of the teacher. The final objective was to contribute with the theories of teacher professionalization. Data were collected by the observation of five teachers in the beginning if their career in a school in the outskirts of Curitiba, during planning time, meetings and other groupal activities in the school, so as to accompany their behavior in relation to other teachers. The five teachers were also interviewed so as to try to establish characteristics of their original habitus, considering financial, cultural and social aspects of their families, as well as their school history and the beginning of the career as a teacher. Other personnel of the school were interviewed, so as to learn how the beginning teachers are seen by them. The analysis of the data, subsidized by studies of Bourdieu and Elias, signaled that, in the professional socialization process, three aspects of the relation between the original habitus of the teachers and the internal school dispositions combine: there are dispositions which need to be incorporated, because they are completely new, such as terms by which the new teachers will need to describe their students´ development, which shows their lack of linguistic capital, necessary for teaching; other dispositions were already a part of their habitus, but needed to be adapted because the teachers learned them when they were students themselves; and there are dispositions in the original habitus which were maintained the submission to the superiors in school, the moral of effort, which comes from their vision of work and the ethics of care and tenderness, which comes from their feminine memory. Such adapted, new and maintained dispositions guided the teachers actions in the beginning of their professional life
publishDate 2008
dc.date.available.fl_str_mv 2008-03-31
dc.date.issued.fl_str_mv 2008-02-27
dc.date.accessioned.fl_str_mv 2016-04-27T16:33:30Z
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dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/10638
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