HABITUS PROFESSORAL NA EDUCAÇÃO TECNOLÓGICA: Ser Professor, Funções Docentes Exercidas e Ato de Ensinar na Educação Superior Brasileira.

Abstract

This thesis, of integral Line Educational Research, Society and Culture, interrogates a recurring political-pedagogical discourse that there is a profile for the practice of teaching in vocational education. If true, this reasoning advocates the existence of alternate ways to be curricularly formatted, that is required by other higher educational degrees, such as aloof and Sequential, Bachelor and Undergraduate Degrees. The professional identity is understood as an expression of the theoretical and practical Professorial Habitus portadas, theoretical contributions arising from Bourdieu (1983), Nóvoa (1997), Tardif (2010), Thompson (1981), Benedito and Others (1995). Contemporary Higher Education, is configured as a complex and diverse field of organizational formats. The modality Technology in the last two decades in Brazil has been prominent and effective of its educational policies. The processes of expansion of Higher Education in Brazil, since the adoption of Law (N.5540/68), has pervaded all subsequent decades of expanding service offerings / educational rights: new institutions, courses, modes, shifts and internalization without any expansion device of any concerns and / or recommendations for the academic training of teachers. Documentary sources attested unequivocally analyzed a total silence about the training of university teaching. Paradoxically, there have been various skills and abilities required in a universe of knowledge and experience: practical, investigative, critical, creative, entrepreneurial and reflective. Methodologically we opted for a critical qualitive research study guided by the theoretical concept guiding Professorial Habitus can be perceived and among other things, provisions for three cultural indicators and practices: How To Be a Teacher Procedure (questionnaire), Functions Teachers Exercised Procedure (questionnaire), and the Act of Teaching the Classroom (non-participating observations). The sample was divided into three groups: 1) University (focus on Bachelor courses, 05 teachers), 2) Faculty or University Centers (focus on Undergraduate courses, 05 teachers), and 3) IFET (focus on Technology courses, 05 teachers). In describing and analyzing the diversity of Professorial Habitus, one needs to grasp them in their similarities and differences, which may or may not support pedagogical discourses ritualized in spaces and school culture of Professional Education. Thin specificities were found with respect to fifteen Habitus teachers, teachers being the protagonists of this investigation. However, this was not sufficient to support the premise that advocates the existence of an unique Professorial Habitus, and as a result, there is a Professorial of its own Higher Education of Technology. These settings should be understood as a relationship of homology: Bourdieu (2009), ie, the homogeneity of diversity, reflecting the diversity within a homogeneity characteristic of their social conditions of production.