Professores que atuam concomitantemente no setor público e privado de ensino no Estado de São Paulo: angariação de capital cultural
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Data
2014-08-29
Autores
Carlindo, Eva Poliana [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como objeto de estudo o investimento em cultura feito por professoras que atuam, concomitantemente, em escolas públicas e privadas, no Estado de São Paulo, a partir da perspectiva sociológica bourdieusiana, sobretudo, das noções de habitus e capital cultural. Parte-se da hipótese de que uma docência de boa qualidade expressa-se pela alta qualidade do capital cultural incorporado pelo professor ao longo de sua trajetória de vida mediante participação em diferentes espaços socioculturais assim como existência e utilização de recursos institucionais que auxiliem e enriqueçam o exercício de sua prática profissional. Objetiva-se, neste estudo, caracterizar os investimentos culturais feitos por professoras ao longo de sua trajetória formativa bem como os já em exercício da profissão a fim de fornecer indicadores para iluminar políticas públicas educacionais que fortaleçam a participação docente em diferentes espaços culturais de modo a ampliar a aquisição de diferentes conhecimentos, cultura, por estes sujeitos. Participaram da pesquisa dezesseis professoras que tinham, à época de realização da entrevista, 2013, no mínimo, três anos de experiência profissional. Todas responderam a um questionário, o qual versava sobre formação acadêmica, atividade profissional, lazer e participação em eventos culturais referentes aos últimos doze meses. Destas, nove, por atuarem, concomitantemente, em escolas públicas e privadas, concederam-nos entrevistas semiestruturada de caráter autobiográfico formulada em três macroeixos norteadores: i) trajetória pessoal; ii) trajetória escolar e acadêmica e iii) trajetória profissional. A análise dos dados foi realizada por meio da técnica „Análise de Conteúdo", segundo Laurence Bardin (1988). Conclui-se que a busca e utilização de estratégias e práticas culturais que possibilitem a angariação de conhecimentos formais e informais ...
The present work has as its object of study the cultural investment done by teachers who work concurrently in private and public schools in the state of São Paulo from Bourdieu's sociological perspective, especially from the notions of habitus and cultural capital. The starting point is the hypothesis that good quality teaching is expressed by the high quality cultural capital built by the teacher throughout his life journey when participating in different sociocultural spaces as well as the existence and use of institutional resources that assist and enrich the exercise of their professional practice. The aim of this study is to characterize the cultural investment made by teachers throughout their training process as well as those already acting as professionals in order to provide indicators to shed some light on educational public policies that can strengthen teacher participation in different cultural spaces so as to broaden different knowledge and culture acquisition by these individuals. Sixteen teachers, who had at least three years of professional experience by the time of the interview, participated in the research. All of them completed a questionnaire, which was about academic background, professional activity, leisure and participation in cultural events for the last twelve months. Nine out of the sixteen, for acting concomitantly in public and private schools, gave us semistructured and autobiographical interviews formulated on three guiding macro-axles: i) personal journey; ii) school and academic journey and iii) professional career. Data analysis was performed by using the technique 'Content Analysis', according to Laurence Bardin (1988). We conclude that the search and use of strategies and cultural practices that enable the raising of formal and informal knowledge, i.e. school-related and non-school-related throughout the formative path of the social agent, particularly in this case the subject teacher, culminates ...
The present work has as its object of study the cultural investment done by teachers who work concurrently in private and public schools in the state of São Paulo from Bourdieu's sociological perspective, especially from the notions of habitus and cultural capital. The starting point is the hypothesis that good quality teaching is expressed by the high quality cultural capital built by the teacher throughout his life journey when participating in different sociocultural spaces as well as the existence and use of institutional resources that assist and enrich the exercise of their professional practice. The aim of this study is to characterize the cultural investment made by teachers throughout their training process as well as those already acting as professionals in order to provide indicators to shed some light on educational public policies that can strengthen teacher participation in different cultural spaces so as to broaden different knowledge and culture acquisition by these individuals. Sixteen teachers, who had at least three years of professional experience by the time of the interview, participated in the research. All of them completed a questionnaire, which was about academic background, professional activity, leisure and participation in cultural events for the last twelve months. Nine out of the sixteen, for acting concomitantly in public and private schools, gave us semistructured and autobiographical interviews formulated on three guiding macro-axles: i) personal journey; ii) school and academic journey and iii) professional career. Data analysis was performed by using the technique 'Content Analysis', according to Laurence Bardin (1988). We conclude that the search and use of strategies and cultural practices that enable the raising of formal and informal knowledge, i.e. school-related and non-school-related throughout the formative path of the social agent, particularly in this case the subject teacher, culminates ...
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Palavras-chave
Educação, Educação e Estado, Professores - Formação, Escolas públicas, Escolas particulares, Classes sociais, Teachers, Training of
Como citar
CARLINDO, Eva Poliana. Professores que atuam concomitantemente no setor público e privado de ensino no Estado de São Paulo: angariação de capital cultural. 2014. 161 f. Tese (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.