HABITUS PROFESSORAL DO ENGENHEIRO: modos de ser e de ensinar

Abstract

This research aims to study the engineer professor. The main problem of the research is present in two questions: How is the teaching practice of the engineer professor? What are the ways of being, thinking, acting and teaching of the engineer professor? It is intended to understand how the engineer professor engages in teaching. It seeks to know how their way of being, working, learning, thinking, acting and perceiving the world around them influences the issues of their pedagogical practice, once it isn’t licensed. At no time do we intend to present solutions to problems, but only a collective construction, seeking alternatives to the researcher's pedagogical practice. We do not want old answers, but indeed new questions. As a methodological research strategy, it is adopted the participatory research carried out with professors from the civil engineering course of the Federal Institute of Education, Science and Technology of Goiás (IFG), Campus Aparecida de Goiânia. The study was developed taking up the historical, cultural and social aspects of this institution, because the understanding of memory, history and school culture can help in the understanding of social, educational, professional and pedagogical relations in the space studied. By analyzing the research object, the work necessarily went to the qualitative research, since the interest is to study the engineer professor, his ways of acting, of being and his history in the socio-professional context from his own perception and the conditions that surround him. Data collection was performed through semi-structured interviews that enabled the teacher to construct and compose the answer, thus allowing more information to be extracted. Six categories of analysis were used that allowed better structuring and organization of the field research by the researcher. From the point of view of the theoretical-methodological contributions, studies oriented sociologist Bourdieu (1983a, 1983b, 1989, 1996, 2003, 2007). Other authors also contributed to the theoretical basis of this research, such as: Tardif (2000, 2014), Freire (1991), Nóvoa (1995, 2013), Cunha (2014), Mészários (2005), Castro (2013), Bazzo (1998, 2006), Nogueira, M. and Nogueira C. (2004), Palacín (2008), Brzezinski (2008, 2010) Baldino (2014), as well as institutional documents and Brazilian legal system. Through the theoretical studies and the field research carried out, it was possible to conclude that pragmatism is the peculiar characteristics of the engineer and, therefore, of the engineer professor and the necessity of the immediate applicability of knowledge in his actions, including teaching. This statement does not mean that the engineer professor is not concerned with pedagogical actions or does not reflect on his professional practices or broader educational issues. On the contrary, all have stated and demonstrated that this knowledge is important for the exercise of teaching and seek in some way to mold it. Other convergent points verified by the field research were: the professor 'understanding of the students' level of interest, considered far short of what was necessary; a fragile base of knowledge in mathematics and science by the students, which makes the exercise of the teaching activity difficult; the social devaluation of teaching work, especially when compared to the work of an engineer, and the recognition of the marked influence of other professors in their current practices, including the search for mirroring in these masters.