Caminhando nas trilhas de Bourdieu: a trajetória do(a) professor(a) de filosofia em Ituiutaba/MG - Brasil

Abstract

The study aims to analyze the trajectory of high school Philosophy teachers in public schools in Ituiutaba, based on the concepts of habitus and capital by Pierre Bourdieu, as part of a doctoral thesis in the Education field, under the research line of Fundamentals and Educational Practices at the Federal University of Triângulo Mineiro (UFTM). After presenting the researchers' trajectory and outlining the research scope, the study delves into the theoretical framework of education, exploring the fundamentals of the Curricular Parameters of Brazilian Education and the National Bases of Education, connecting them to Philosophy teaching in Minas Gerais, presenting the normative scenario that influences Philosophy teaching in schools. Subsequently, following Bourdieu's perspective, the study investigates their trajectory and the theoretical foundations of their work, emphasizing the concepts of habitus, field, and elucidating the cultural, economic, social, and symbolic capital for the construction of teachers' formation. Eight Philosophy teachers in Ituiutaba were interviewed through structured interviews, consisting of an initial question and 55 others divided into four axes: Personal Profile, Family and Educational Profile, Living and Teaching Conditions, and Cultural, Social, Symbolic, and Economic Formation, each with specific objectives. The analysis was based on praxeological methodology. Results showed that the majority of teachers were male, aged between 32 and 61, with a balance between married and single. They mainly grew up in Ituiutaba, living with spouses and children, contributing to household expenses. Most attended public school, starting work at an average age of 5. Despite not coming from families with higher education experience, all achieved that level, with significant family incentives and opportunities. Half studied in public universities, with an average duration of 4 years, supported by scholarships, having only one undergraduate degree, complemented by postgraduate studies. Despite initially not considering becoming Philosophy teachers, their motivations stemmed from religious influences, exposure to the discipline, and mentoring, feeling fulfilled in their choice. Main career challenges included heavy workloads, resource scarcity, school environment challenges, professional undervaluation, and lack of recognition and support, though most would choose the same path again. Regarding cultural, social, symbolic, and economic formation, cultural and leisure experiences were influenced by family and local culture, limited access to information in rural settings. Recalling significant moments and dreams evoked a mix of feelings of success and difficulties, with intertwined personal experiences and social influences, highlighting the complexity and uniqueness of teachers' trajectories. The analysis revealed teachers' immediate preferences through the initial question, while subsequent responses provided deeper insights into motivations and aspirations, emphasizing the complexity of lived and desired experiences for each individual. It was concluded that capital delineates habitus among the interviewees, and the interaction between living conditions and teaching demonstrates choices made amidst challenging contexts in pursuit of different types of capital, emphasizing the importance of habitus in decision-making. The internalization of various types of capital throughout teachers' trajectories highlights the complexity of symbolic, cultural, social, and economic influences that interfere with the choice of Philosophy.