A relação entre a formação inicial e as trajetórias de incorporações de habitus de escrita de estudantes de pedagogia

Abstract

The described research in this thesis has, as general aim, the investigation of the relation between the Pedagogy Field formation and the trajetory where writing and teaching habitus were constituted in students who got into that field. Theoretically supported in the encounter between the theories that address teaching training (TARDIF, 2002), literacies teaching (STREET, 2010; SOARES, 2003; BAZERMAN, 2007), and social action (BORDIEU, 2005), with a special attention to the concepts of field and habitus. Following a qualitative approach, a data construction had the collaboration of concluding students, enrolled in the discipline Course Concluding Work (CCW), in Pedagogy Course of Federal University of Maranhão (UFMA). The students, a total of 33 collaborators, contributed by providing the writing of 26 formation memorials and of 11 individual interviews, in addition to participating in three sessions of a conversation circle that focused on their experiences of and with writing. The procedures for an analysis of the corpus was guided by the perspective of the Discursive Textual Analysis, as proposed by Moraes and Galiazzi (2006). As results, it was possible to observe that the students bring with them provisions incorporated within their experiences of / or with writing between the context of the family and that of the school. Upon arriving at the university, the interactions of initial training with the dispositions of students' writing habitus are polarized between a movement of acceptance and / or indifference to their writing stories, as well as between their difficulties and / or facilities in this formative path. These interactions took place at the micro-institutional level, within the scope of relations between professors and students, and at the macro-institutional level, taking place in university projects and programs with the objective of accommodating the students' training demands. From these interactions, students reconfigure their habitus (of writing and teaching) that are manifested by the search for (re)placements in the field of Pedagogy, signaling what they are learning in this path: teaching requires knowing how to listen, since it deals with a human specificity and, since human formation is a permanent and always inconclusive and unfinished process, a continuous movement of search is necessary to understand the multiple facets that involves it.