A estruturação do habitus professoral: professores bacharéis do Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais (IFMG)
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Data
2023-01-31
Autores
Oliveira, Walas Leonardo de
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese aborda a formação de professores da Educação Profissional e Tecnológica (EPT), mais especificamente a constituição do habitus professoral de professores bacharéis, sem formação em licenciatura, de cinco câmpus do Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais (IFMG). Alguns elementos justificaram a realização desta pesquisa: primeiramente, a EPT passou por uma expressiva expansão, principalmente a partir da promulgação da Lei n° 11.892 em 2008, responsável pela criação dos Institutos Federais (IFs) e institucionalização da Rede Federal de Educação Profissional, Científica e Tecnológica (RFEPCT). Ademais, o trabalho e a formação dos professores de tal Rede, especialmente os bacharéis, apresentam muitas complexidades, dentre elas: deles não é exigida, para ingresso na carreira, formação em licenciatura, mas uma vez que entram são levados a realizarem cursos de formação pedagógica, pós-graduação lato sensu em docência ou, após alguns anos de experiência, terem seus saberes certificados; são professores que devem trabalhar em cursos de diferentes níveis, como: Formação Inicial e Continuada de trabalhadores (FIC), cursos técnicos, graduação e até na pós-graduação; possuem perfis muito heterogêneos: uns são mestres e doutores recém egressos da universidade, com pouca experiência no mercado, enquanto outros são profissionais com vários anos de experiência profissional em empresas ou indústrias. Entretanto, a despeito desse cenário de expansão da RFEPCT e da complexidade do trabalho e formação de seus professores, ainda são escassas as pesquisas cujos autores se debruçaram sobre a formação e o trabalho desses professores, em especial de bacharéis que trabalham nos IFs. A presente tese trata justamente desses professores e é fruto de uma pesquisa predominantemente qualitativa, cujos dados foram extraídos por meio de questionário, entrevistas semiestruturadas e observação de aulas. No total, foram acompanhados 12 professores bacharéis do IFMG. Como fundamentação teórica, adotou-se as contribuições de Pierre Bourdieu, particularmente os conceitos de habitus e campo. A partir do conceito de habitus empregou-se a inflexão habitus professoral, a qual diz respeito aos modos de ser e estar dos professores na situação real de ensino em sala de aula. Partiu-se do pressuposto de que os professores sujeitos desta pesquisa estruturam seu habitus professoral em correlação com sua origem e pertencimento social, bem como que suas práticas profissionais atuais e futuras são formuladas por esse mesmo habitus. Logo, a fundamentação escolhida, o conceito de habitus em Bourdieu, pode ser considerada apropriada, pois permitiu a compreensão e análise tanto da estruturação do habitus por parte desses docentes, resultado de socializações passadas, quanto o engendramento das práticas, percepções e apreciações oriundas de novas estruturações e reestruturações de seu habitus, mediante socializações no campo específico de trabalho. Após a análise dos dados, cinco estruturantes do habitus professoral dos 12 sujeitos acompanhados se mostraram mais recorrentes. Desses cinco, dois se apresentaram como os mais importantes no sentido de oferecerem maiores subsídios para uma prática de ensino de qualidade no contexto pesquisado: a experiência profissional no mercado, elemento o qual denominou-se aqui de alto capital profissional, e a própria experiência como docente.
This thesis addresses the teacher training in Professional and Technological Education (EPT), specifically the constitution/development of the teaching habitus of bachelor teachers without a degree in education, from five campuses of the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG). Several factors justified this research: firstly, the EPT underwent a significant expansion, especially after the promulgation of Law No. 11,892 in 2008, wich promoted the creation of Federal Institutes (IFs) and institutionalisation of the Federal Network of Professional, Scientific and Technological Education (RFEPCT). Furthermore, the work and training of teachers in this network, especially bachelors, has many complexities, such as: not requiring a teaching degree to enter the career, but once they do enter, they must take pedagogical training courses, postgraduate courses in teaching or, after a few years of experience, have their knowledge attested; they are teachers who must work in courses at different levels, such as: Initial and Continued Training for Workers (FIC), technical courses, undergraduate and even postgraduate courses; they have very heterogeneous profiles: some have recently graduated and have little experience in the market, while others are professionals with several years of experience in companies or industries. However, despite the expansion the RFEPCT had and the complexity of the work and training of its teachers, there are still insufficient studies whose authors have focused on the training and work of these teachers, especially bachelors who work in IFs. This thesis focuses on these teachers and is the result of a predominantly qualitative research, which data was obtained through questionnaires, semi-structured interviews and classroom observation. A total of 12 bachelor teachers from IFMG were tracked. The theoretical framework was based on Pierre Bourdieu's contributions, particularly the concepts of habitus and field. Based on the concept of habitus, the term "teaching habitus" was employed, which refers to the ways in which teachers behave and act in the real situation of teaching in a classroom. It was assumed that the teachers in this study structured their teaching habitus in correlation with their social origin and belonging, and that their current and future professional practices are formulated by the same habitus. Therefore, the chosen theoretical foundation, Bourdieu's concept of habitus, might be considered appropriate as it allowed the understanding and analysis of both the structuring of the habitus by these teachers, resulting from past socialization, and the engendering of practices, perceptions and appraisals arising from new structures and restructures of their habitus, through socialization in the field of work, specifically. After analyzing the data, five elements of the teaching habitus of the 12 subjects studied were found to be the most recurrent. Amongst these five, two were identified as the most important in terms of providing greater subsidies for quality teaching practices in the researched context: professional experience in the market, an element referred to as high professional capital, and experience as a teacher, specifically.
This thesis addresses the teacher training in Professional and Technological Education (EPT), specifically the constitution/development of the teaching habitus of bachelor teachers without a degree in education, from five campuses of the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG). Several factors justified this research: firstly, the EPT underwent a significant expansion, especially after the promulgation of Law No. 11,892 in 2008, wich promoted the creation of Federal Institutes (IFs) and institutionalisation of the Federal Network of Professional, Scientific and Technological Education (RFEPCT). Furthermore, the work and training of teachers in this network, especially bachelors, has many complexities, such as: not requiring a teaching degree to enter the career, but once they do enter, they must take pedagogical training courses, postgraduate courses in teaching or, after a few years of experience, have their knowledge attested; they are teachers who must work in courses at different levels, such as: Initial and Continued Training for Workers (FIC), technical courses, undergraduate and even postgraduate courses; they have very heterogeneous profiles: some have recently graduated and have little experience in the market, while others are professionals with several years of experience in companies or industries. However, despite the expansion the RFEPCT had and the complexity of the work and training of its teachers, there are still insufficient studies whose authors have focused on the training and work of these teachers, especially bachelors who work in IFs. This thesis focuses on these teachers and is the result of a predominantly qualitative research, which data was obtained through questionnaires, semi-structured interviews and classroom observation. A total of 12 bachelor teachers from IFMG were tracked. The theoretical framework was based on Pierre Bourdieu's contributions, particularly the concepts of habitus and field. Based on the concept of habitus, the term "teaching habitus" was employed, which refers to the ways in which teachers behave and act in the real situation of teaching in a classroom. It was assumed that the teachers in this study structured their teaching habitus in correlation with their social origin and belonging, and that their current and future professional practices are formulated by the same habitus. Therefore, the chosen theoretical foundation, Bourdieu's concept of habitus, might be considered appropriate as it allowed the understanding and analysis of both the structuring of the habitus by these teachers, resulting from past socialization, and the engendering of practices, perceptions and appraisals arising from new structures and restructures of their habitus, through socialization in the field of work, specifically. After analyzing the data, five elements of the teaching habitus of the 12 subjects studied were found to be the most recurrent. Amongst these five, two were identified as the most important in terms of providing greater subsidies for quality teaching practices in the researched context: professional experience in the market, an element referred to as high professional capital, and experience as a teacher, specifically.
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Palavras-chave
Formação de professores, Educação profissional, Habitus professoral, Institutos federais, Instituto Federal de Minas Gerais, Teacher training, Professional education, Teaching habitus, Federal institutes, Federal Institute of Minas Gerais