Socialization family and professional of female teachers: gender in question
Presents data on family and professional socialization of teachers the early years of elementary school, in order to discuss aspects of gender relations present in the practices as teachers and sedimented as school culture, relating them to the provisions of habitus. The analysis of data, collected...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2016 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositório: | Educação |
| Idioma: | português |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/21420 |
| Acesso em linha: | https://revistaseletronicas.pucrs.br/faced/article/view/21420 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Teacher training. Habitus. Gender. Formación del profesorado. Habitus. Género. Formação docente. Habitus. Gênero. |
| Resumo: | Presents data on family and professional socialization of teachers the early years of elementary school, in order to discuss aspects of gender relations present in the practices as teachers and sedimented as school culture, relating them to the provisions of habitus. The analysis of data, collected through interviews, based on Bourdieu, points to the construction of femininity marked by submission to the male universe, which contributed to the formation of a certain habitus, which is expressed on the value of teaching as a vocation and female activity, as well as disciplinary and moralizing practices of students. The memory of old teachers, was marked by warmth and care events, guiding the choices about what to do in the classroom. |
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