Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência

Detalhes bibliográficos
Autor(a) principal: Silva, Luizana Rocha Migueis Ferreira da
Data de Publicação: 2015
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/10469
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
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spelling Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4775069E0Silva, Luizana Rocha Migueis Ferreira da2016-04-27T16:32:58Z2015-03-232015-01-26Silva, Luizana Rocha Migueis Ferreira da. Teachers bodies: an almost absent but fundamental topic on symbolic learning of teaching. 2015. 165 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.https://tede2.pucsp.br/handle/handle/10469This 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 educationA presente pesquisa tem como origem algumas reflexões realizadas a partir da minha pesquisa de mestrado e de algumas observações feitas no decorrer de minha prática docente em um curso de Pedagogia. Essas reflexões induziram a uma hipótese de elaboração simbólica da docência e aos poucos foram sendo delimitadas até se chegar à ideia do corpo como principal via dessa elaboração simbólica. Destaca-se a relevância desta pesquisa diante da pequena quantidade de estudos nacionais realizados a respeito do corpo do professor, principalmente diante da lacuna existente no campo de produção de dissertações e teses de estudos sociológicos sobre o corpo do professor. Em decorrência disso e das análises produzidas durante o levantamento bibliográfico, propõe-se como problema de pesquisa: De que forma o corpo dos professores (das séries iniciais do Ensino Fundamental) externaliza esquemas práticos de ação característicos da função docente? O estudo qualitativo, realizado em uma escola municipal de ensino fundamental da cidade de Guarujá, teve sua coleta de dados realizada em 2013 e utilizou como instrumentos de coleta de dados a observação sistemática, questionários e entrevistas. O referencial teórico adotado foi Pierre Bourdieu e seus conceitos de habitus, hexis, símbolo e corpo. Outros autores trouxeram colaborações fundamentais para o estudo como David Le Breton e seus estudos sociológicos sobre o corpo, entre outros autores da área educacional. Os principais resultados obtidos neste estudo apontam para: o apagamento do corpo como meio de atuação em sala de aula na percepção do professor; o corpo como instrumental para o exercício da coerção e do preconceito; a incorporação de disposições para a ação docente já na socialização primária do professor, tendo grande força para orientar a prática docente e o reforço das disposições obtidas na socialização primária no decorrer do período escolar e no cotidiano da prática docenteConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23259/Luizana%20Rocha%20Migueis%20Ferreira%20da%20Silva.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoCorpoHabitusHexisSímboloProfessoresBodyHabitusHexisSymbolTeachersCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOCorpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docênciaTeachers bodies: an almost absent but fundamental topic on symbolic learning of teachinginfo: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_SPTEXTLuizana Rocha Migueis Ferreira da Silva.pdf.txtLuizana Rocha Migueis Ferreira da Silva.pdf.txtExtracted texttext/plain372448https://repositorio.pucsp.br/xmlui/bitstream/handle/10469/3/Luizana%20Rocha%20Migueis%20Ferreira%20da%20Silva.pdf.txt93fc695da397e554dba8b478e569ed0cMD53ORIGINALLuizana Rocha Migueis Ferreira da Silva.pdfapplication/pdf1905954https://repositorio.pucsp.br/xmlui/bitstream/handle/10469/1/Luizana%20Rocha%20Migueis%20Ferreira%20da%20Silva.pdf0caecc1a8eb2e4d571d426d85eb1023cMD51THUMBNAILLuizana Rocha Migueis Ferreira da Silva.pdf.jpgLuizana Rocha Migueis Ferreira da Silva.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10469/2/Luizana%20Rocha%20Migueis%20Ferreira%20da%20Silva.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/104692022-06-20 11:32:46.874oai:repositorio.pucsp.br:handle/10469Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-20T14:32:46Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
dc.title.alternative.eng.fl_str_mv Teachers bodies: an almost absent but fundamental topic on symbolic learning of teaching
title Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
spellingShingle Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
Silva, Luizana Rocha Migueis Ferreira da
Corpo
Habitus
Hexis
Símbolo
Professores
Body
Habitus
Hexis
Symbol
Teachers
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
title_short Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
title_full Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
title_fullStr Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
title_full_unstemmed Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
title_sort Corpos de professores: um tema quase ausente mas fundamental sobre o aprendizado simbólico da docência
author Silva, Luizana Rocha Migueis Ferreira da
author_facet Silva, Luizana Rocha Migueis Ferreira da
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=K4775069E0
dc.contributor.author.fl_str_mv Silva, Luizana Rocha Migueis Ferreira da
contributor_str_mv Marin, Alda Junqueira
dc.subject.por.fl_str_mv Corpo
Habitus
Hexis
Símbolo
Professores
topic Corpo
Habitus
Hexis
Símbolo
Professores
Body
Habitus
Hexis
Symbol
Teachers
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
dc.subject.eng.fl_str_mv Body
Habitus
Hexis
Symbol
Teachers
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
description 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
publishDate 2015
dc.date.available.fl_str_mv 2015-03-23
dc.date.issued.fl_str_mv 2015-01-26
dc.date.accessioned.fl_str_mv 2016-04-27T16:32:58Z
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dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/10469
identifier_str_mv Silva, Luizana Rocha Migueis Ferreira da. Teachers bodies: an almost absent but fundamental topic on symbolic learning of teaching. 2015. 165 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.
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