UNIVERSIDADE DO ESTADO DE MINAS GERAIS ... - FAE - Uemg

ABSTRACT
The present work searches for comprehension of how teaching practice has close links with
professional habitus and how it is reflected on teaching-learning process in the discipline of Sociology
in high school. The research took place at four schools of the Public School System of Belo Horizonte
(MG) in Brazil, privilege locus of knowledge construction. It presents as main objective the
investigation of teaching practices of Sociology teachers, considering the initial and ongoing
formation throughout the career of them, which in turn engender and constitute teaching habitus. The
justification for research this subject can be comprehended primarily at a time when "new"
subjects are appearing in the school curriculum as well as which arise new paradigms for education.
To do so, the justification was sought on theoretical studies on the area of Sociology and Sociology of
the Education and the formation of teachers, like Bourdieu, Tardif, Vasconcellos, Lahire, Nóvoa,
among others, to go deep in questions relating to teaching formation and its reflection in the practice
of sociologic teaching. The adopted methodology was the Case Study and the bibliography revision,
documental analysis, survey, interview and observation were other resorted methods.
The field research data were extracted from four interviews conducted with Sociology teachers
(qualified and non-qualified on Social Sciences), after observing their lectures. It was observed that
there is no significant difference between teachers who are apart from Sociology academic education
and those who have a specific education, in what concerns to practices performed in that discipline
teaching. The difference can be noticed in teaching way and in the necessary and specific knowledge
at Social Sciences. That was came to the conclusion that the practice Sociology teaching is defined as
a mist of knowledge which are constituted along the professional career and that each teacher
appropriates of beliefs, dispositions and competences that go setting up a teaching habitus to deal
with the challenges due by this practice.
Key words: teaching practice, teaching habitus, teaching formation, Sociology Teaching.