Educação continuada coletivizada como espaço de investigação da socialização de professores

• Main Author: Márcia Regina do Nascimento Sambugari
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2010-01-01
• Series: Revista Diálogo Educacional
• Online Access: http://www.redalyc.org/articulo.oa?id=189115368012
• ISSN: 1518-3483; 1981-416X

This article discusses the role of continuous formation courses in the teachers' professional socialization, starting from the exploratory study that had as purpose to contribute with tracks for theoreticalmethodological refinement in the use of Pierre Bourdieu's conceptual categories as a theoretical reference of the research concerning the teachers' professional socialization in contexts of continuous education. As instruments of data collection, the research counted with the accomplishment of interviews with five teachers; use of questionnaire for characterization of these subjects and observation sessions at a continuous formation course which happened in the occasion of the accomplishment of the interviews. The data analysis pointed the importance of continuous formation courses for updating, new vigor and interchange of experiences, but it also evidenced the non acceptance manifestation of some teachers before what was proposed at the courses. Such verifications made us think about the hypothesis that, on one side, there may be durable dispositions incorporated in the teachers, in other words, facets of habitus relative to the educational profession that command their vision on the continuous formation courses, taking them to practices that affect the interpretation and assimilation of new information. But, on the other hand, it is possible that there are also dispositions that go altering and restructuring starting from each person's relationships in the circumstances of the courses. In this perspective, the collectivized continuous education can be considered a favorable space to investigate how the socialization happens among teachers. Unmasking this space can contribute to the understanding of educational professionalization.