Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 AndreADL.pdf: 1746904 bytes, checksum: c64c0a1f6ffc8ea401739bb46a209c13 (MD5) Previous issue date: 2007-05-31 / The main aim of this research has been to analyze the identity patterns of the teacher s staff of fundamental education public schools in the Metropolitan Area of Natal-RN. It sets out from the hypothesis that being a teacher within this context grows out of the regularities of a specific habitus, which, according to Bourdieu, develops into mental schemes of thought and action within a specific social group. This habitus forms the basis on which is built the social representation of being a teacher prevailing in the group, as well as the symbolic differences that typify its identity variations. Three data sources have been fundamental in building up this thesis: (a) formative essays of students graduating from a Higher Teacher s Formation Course, as well as observing some of the public defense of these essays during field work; (b) a questionnaire aimed at classifying economically, socially, and culturally a sample of public teachers of the Natal-RN county; and (c) submitting a sub-sample of this group to the process of Multiple Classification Procedures (MCP). The analysis of data was done according to the multidimensional, non-parametric statistical procedures of both the Category Content Analysis and Enunciation Analysis methods. The results of the analysis took into account an ample set of variables, its associations and implications, the cultural and social profile of the population under scrutiny, their life styles, as well as the strategies they developed in the process of becoming a teacher, and the social representation of being a teacher . We came to the conclusion that the social identity of the teachers corps, or as we prefer to say it being a teacher , is a result of a set of regularities produced by the habitus that gives social shape and meaning to the existence of the group proper. We note the existence of identity variations caused by the variables (a) educational level; and (b) mode of action in fundamental education (if these are the first or last grades where the subjects operate). However, these variations will not break the power of the regularities that give shape, meaning, and social visibility to the group. The social representation of being a teacher points to the tensions, ambiguities, and trends inherent to common sense, as well as to a strong tendency to reassign a new meaning to being a teacher. Our thesis, therefore, is that the identity configuration of the teachers corps under scrutiny is characterized by an integrative synthesis, by-product of a habitus that is superimposed, and at the same time co-exists with different identity variations / O objetivo central desta pesquisa foi analisar a configura??o identit?ria do professorado do ensino fundamental p?blico, da regi?o metropolitana de Natal RN. Parte-se da hip?tese que o ser professor , nesse contexto, constitui-se a partir das regularidades de um habitus espec?fico, o qual, segundo Bourdieu, traduz-se em esquemas mentais de pensamento e a??o de um determinado grupo social. Esse habitus ? a base sobre a qual se constr?i a representa??o social sobre o ser professor, predominante no grupo, e as distin??es simb?licas que marcam as suas varia??es identit?rias. Tr?s fontes de dados foram fundamentais para a constru??o da tese: (a) memoriais de forma??o de alunas graduandas de um Curso Normal Superior e a observa??o direta de algumas das defesas p?blicas desses realizadas durante o trabalho de campo; (b) um question?rio para caracteriza??o econ?mica, social e cultural de uma amostra de professores da rede p?blica municipal de Natal RN, e a (c) aplica??o do Procedimento de Classifica??es M?ltiplas (PCM) a uma sub-amostra desta popula??o. A an?lise dos dados foi feita com o aux?lio da estat?stica n?o-param?trica e multidimensional, do m?todo de An?lise Categorial de Conte?do e da An?lise da Enuncia??o. Os resultados da an?lise tomaram em conta um amplo conjunto de vari?veis, suas associa??es e implica??es, o perfil social e cultural da popula??o investigada, incluindo seu estilo de vida e gostos, as estrat?gias desenvolvidas pelos agentes no processo de tornar-se professor/a e a representa??o social do ser professor. Conclui-se que a identidade social do professorado, ou, como se prefere dizer aqui, o ser professor, ? resultado de um conjunto de regularidades produzidas pelo habitus que d? forma social e sentido ? exist?ncia do grupo. Constata-se a exist?ncia de varia??es identit?rias que s?o provocadas pelas vari?veis n?vel educacional e modalidade de atua??o no ensino fundamental (se as primeiras ou ?ltimas s?ries em que atuam os sujeitos). Todavia, essas varia??es n?o s?o capazes de quebrar a for?a das regularidades que d?o forma, sentido e visibilidade social ao grupo. A representa??o social do ser professor indica as tens?es, ambig?idades e tend?ncias inerentes ao senso comum e aponta uma forte tend?ncia para a ressignifica??o do ser professor. Defende-se, portanto, a tese que a configura??o identit?ria do professorado investigado caracteriza-se por uma s?ntese integradora, produto de um habitus, que se sobrep?e e, ao mesmo tempo, coexiste com diferentes varia??es identit?rias