A construção do habitus profissional e o ensino de história nos anos iniciais do ensino fundamental

Abstract

This dissertation was based on the concept of habitus developed by Pierre Bourdieu to analyze the teaching work related to the teaching of History in the early years of elementary school in a Municipal Education Department in a city in the south of Minas Gerais. The role of the professors gained a particular characteristic due to the fact that they act with specificity in the teaching of History, even though they had an initial generalist education in Pedagogy. This situation led our research to identify the conditions that contributed to the professional development of teachers, considering that the condition of initiation to teaching emerged as a fact that engendered new aspects of the research. Thus, the use of interviews and lesson plans served as a reference for the construction of data that allowed understanding the constitution of knowledge and teaching practice about the teaching of History in the early years. The formation of knowledge and teaching practice was understood through the relationship with the cultural capital raised, the appreciation of the exchange of experience with peers, the experiences of the pre-training period and the dialogue with media production. In addition, it was confirmed a look present in the bibliographic survey of criticism of initial training considered superficial in relation to the teaching of History. Thus, as a final result, there are signs of the presence of a multiple habitus that permeates the professional development of teachers.