[pt] O presente trabalho enfoca a interpretação enquanto atividade social e o intérprete profissional como agente em interação com as outras partes interessadas em eventos mediados por interpretação simultânea. O objetivo principal é caracterizar e explicar as atitudes e crenças do intérprete para com a sua função profissional, bem como suas ações e reações com relação aos outros agentes que participam dos eventos nos quais atuam. São identificadas as fontes e naturezas das pressões e restrições que afetam seu desempenho e a maneira como a profissão vem respondendo a elas no âmbito global e, mais especificamente, no Brasil. Essas questões são abordadas pela perspectiva do próprio intérprete, tomando como foco central suas experiências e expectativas profissionais. A atividade de interpretação é caracterizada historicamente em contraste com a tradução, e as atitudes predominantes relativas a ambas as áreas em determinadas épocas históricas são descritas. São destacadas as rápidas transformações ocorridas a partir do século XX, tanto nas atividades em si como na sua estruturação profissional e acadêmica. Para identificar as crenças e atitudes dos intérpretes e as restrições às quais são sujeitos, são apresentados os resultados de entrevistas realizadas com profissionais que atuam no Rio de Janeiro. Os dados são analisados com o uso de duas ferramentas teóricas: as normas tradutórias de Gideon Toury e os conceitos de habitus e campo de Pierre Bourdieu. São identificadas as normas inicial e preliminares presentes no mercado carioca, bem como aqueles comportamentos que indicam a existência de um habitus compartilhado na profissão e os que apontam para aspectos ainda não consolidados. Quando os dados das entrevistas são analisados junto às informações sobre a evolução histórica da profissão, chega- se à conclusão de que ela representa um campo ou sub-campo ainda em formação. São levantadas as implicações do processo atual de consolidação da profissão e as possíveis sinergias com a academia. / [en] This study views interpreting as a socially-oriented activity and the professional interpreter as an agent who interacts with the other stakeholders at events mediated by simultaneous interpreting. Its main aim is to describe and explain interpreters´ attitudes and beliefs regarding their profession, as well as their actions and reactions concerning the other agents who take part in the events at which they work. The source and nature of the pressures and restrictions which affect interpreters´ performance are identified, as is the profession´s response to them on a worldwide and national (Brazilian) level. These issues are viewed from the perspective of interpreters themselves, taking their own professional experiences and expectations as the core focus. A historical overview of interpreting is presented in contrast with that of translation and the prevailing attitudes towards both areas at given moments in time are described. The rapid changes as of the 20th century seen in both the activities and their respective professional and academic structuring are given special attention. In order to identify the interpreters´ beliefs and attitudes and the restrictions they feel, the findings of interviews held with professionals who work in Rio de Janeiro are presented. The data are analysed from two complementary perspectives: Gideon Toury´s translation norms and Pierre Bourdieu´s concepts of habitus and field. The initial and preliminary norms present in the Rio market are identified, as are those behaviours that indicate the existence of a shared habitus in the profession, along with those that point to issues as yet unconsolidated. When the data from the interviews are analysed together with the information about the profession´s historical development, it is concluded that the profession represents a field or sub-field in formation. The implications of the current process of consolidation in the profession are raised, as are its potential synergies with the academic world.

[pt] Analisar as trajetórias de formadores de professores para as séries iniciais do ensino fundamental, que atuam no curso de Pedagogia em Universidades do Rio de Janeiro, constitui o objetivo dessa pesquisa. Através de relatos orais, foram trabalhadas as histórias de vinte professores formadores, tendo como interlocutor privilegiado, Pierre Bourdieu. A análise desses relatos teve como finalidade compreender como se deu nesses formadores a construção das disposições para a docência e para a atuação na formação de professores das séries iniciais em cursos de Pedagogia. Partindo da questão central sobre como cada um dos entrevistados se tornou professor, o roteiro das entrevistas abordou aspectos relacionados à socialização familiar, à trajetória escolar, à escolha da profissão e à trajetória profissional desses professores, com o objetivo de buscar vestígios dos processos de socialização nas disposições que orientam suas atuações como formadores. Com relação à questão central, o que apareceu foi a diversidade de trajetórias e das razões que os levaram a optar pela profissão e pela formação de professores para as séries iniciais. Destaca-se aí a multiplicidade de fatores que se interpenetraram favorecendo uma opção ora interpretada como vocação, ora como uma escolha do necessário ou como uma opção feita em função das oportunidades concretas que foram se colocando. Quanto aos vestígios dos processos de socialização pré-profissionais, emergiram a força dos investimentos de suas famílias na escolarização e das imagens modelares, sobretudo para a escolha profissional, confirmando-se a perspectiva de que as estruturas de um habitus anterior comandam o processo de estruturação de novos habitus a serem produzidos por novas agências socializadoras. No que se refere à socialização profissional evidenciou-se a importância das entradas na profissão e das primeiras experiências profissionais para a construção de suas identidades profissionais e das representações sobre o Curso de Pedagogia, sobre a formação de professores e sobre o campo em que exercem sua profissão. O que apareceu foi um grupo profissional marcado por diferenças relativas aos volumes de capital econômico, cultural e social, à formação recebida, às disposições em relação aos estudantes, às identidades profissionais, às estratégias acionadas para movimentarem-se no campo em que atuam. Afastando-se ou recuperando histórias vividas ao longo de suas trajetórias, esses professores constroem suas próprias práticas pelas quais reagem às condições sociais nas quais estão inseridos. / [en] The aim of this research is to analyse the trajectories of former teachers for the first levels of basic education, that work in the course of Pedagogy in Universities of Rio de Janeiro. Through oral reports, I could work on the histories of twenty former teachers, having as principal interlocutor, Pierre Bourdieu. The analyse of those reports had as main finality to understand how the construction of the inclinations to work as a teacher in courses of Pedagogy and to work for the formation of other teachers of the first levels of basic education was born within those teachers. Starting from the central question about how each one of those who took part in the research became a teacher, the schedule of the interviews approach aspects related to familiar socialization, to scholar trajectory, to profession s choice and to the professional trajectory of those teachers, in order to search for traces of socialization process concerning to the dispositions that drive their work as former teachers. In relation of the central question, what came out was the diversity of trajectories and reasons that brought them to choose that profession and the formation of other teachers for basic education. I could point there the multiplicity of aspects that helped each other provoking the option understood in one hand as vocation, in the other hand as a necessary choice or as an option chosen in face of concrete opportunities that were put on the way. About the traces of the socialization process pre-professionals, I could note the strength of the investment of their families concerning to schoolarization and the strength of the model images, specially for the profession s choice, confirming the perspective that the structures of the previous habitus command the process of construction of new habitus to be produced by new socializing agencies. In relation to the professional socialization, it s clear the importance of the entrances in the profession and the first professional experiences for the construction of their professional identities and the representations about the course of Pedagogy, about the formation of teachers and about the field where they exercise theirs profession. What came into view was a professional group marked by differences related to the volume of economic, cultural and social capital, to the received formation, to disposition applied to students, to professional identities, to strategies to work in the field where they work. Moving away or recovering histories lived on the way of their trajectories, those teachers build their own practice where they react to the social conditions where they are put in.

This research was developed and presented to Program of Graduate Studies in Education, Education Center, University Federal of Santa Maria, Research Line of Knowledge and Professional Development, as Doctoral Thesis. Started from a concern on the part of the author, himself a medical teaching in this institution, with respect to how a subject became a physician, a teacher and a teaching physician, if this is a process that carries a certain linearity or how it happens. Based on the concepts of Imaginary by Cornelius Castoriadis in which would be insured and on which act one habitus medicus - coming from the concept of Pierre Bourdieu's habitus - the research was directed to a holding with a group of medical school of this university attempting to access some views present in their imaginaries of these research subjects, mainly focusing attention on the construction and operation of a habitus medicus structuring role of these imaginary, individual and social. The methodology consisted of semi-structured interviews which were then subjected to content analysis. The consequent discussion with the categorization and unitarization of the corpus concluded that it is possible to identify a habitus medicus in research subjects, whose construction begins early, when entering to the undergraduate course in medicine, usually in the shadow of an habitus medicus of another teacher, older and influential, slowly and inexorably, leading to determine how to give future medical teacher's performance. The work of professionals, contrary initial expectations of the author of this thesis itself, does not put as opposed medical functions and teaching, but rather put them in line, inseparably united both technical and pedagogical teaching performance, varying only the intensity with which one or another aspect shown. Do evidenced by professors, research subjects, is the idea that their educational didactic training is deficient, as they themselves recognize, requiring major institutional actions to get around this. The adoption of the idea that there is a habitus medicus active in these individuals, giving the process a different dynamic, making that future actions implemented within the medical education 's universe could be reconfigured. / Esta pesquisa foi desenvolvida e apresentada ao Programa de Pós-Graduação em Educação, do Centro de Educação da Universidade Federal de Santa Maria, na Linha de Formação, Saberes e Desenvolvimento Profissional, como Tese de Doutorado. Partiu de uma inquietação por parte do autor, ele mesmo um docente médico da instituição, com relação à forma como se constituem o médico, o docente e o docente médico, se este é um processo que guarda uma certa linearidade ou como ele se dá. Partindo dos conceitos de Imaginário de Cornelius Castoriadis no qual estaria inscrito e sobre o qual atuaria um habitus medicus - conceito oriundo do habitus de Pierre Bourdieu a pesquisa direcionou-se para uma exploração junto a um grupo de docentes médicos desta universidade intentando acessar algumas concepções presentes no imaginário destes sujeitos de pesquisa, focando principalmente a atenção na construção e atuação de um habitus medicus com função estruturante destes imaginários, individuais e sociais. A metodologia adotada consistiu na realização de entrevistas semi estruturadas que posteriormente foram submetidas a uma análise de conteúdo. Da discussão decorrente da categorização e unitarização do corpus concluiu-se que é possível sim identificar um habitus medicus nos sujeitos de pesquisa, habitus medicus este cuja construção se inicia precocemente, ao adentrar-se ao curso de graduação em medicina, geralmente à sombra do habitus medicus de um outro professor, mais velho e influente, paulatina e inexoravelmente, levando a determinar como se dará a futura atuação do docente médico. A atuação dos profissionais, contrariando algumas das expectativas iniciais do próprio autor desta Tese, não coloca em oposição as funções de médico e de docente, mas antes as colocam em consonância, indissociavelmente unidas tanto na atuação técnica quanto didático pedagógica, variando apenas a intensidade com a qual um ou outro aspecto se mostra. Do evidenciado pelos docentes médicos, sujeitos de pesquisa, fica a ideia de que a sua formação didático pedagógica é deficitária, conforme eles mesmos reconhecem, sendo necessárias maiores ações institucionais no sentido de contornar esta situação. A adoção da ideia de que há um habitus medicus atuante nestes indivíduos, conferindo ao processo uma dinâmica diferenciada, poderá fazer com que, futuramente, as ações implementadas dentro do universo do ensino médico sejam reconfiguradas.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-11T14:28:37Z No. of bitstreams: 1 rafaelpereiradasilva.pdf: 1215601 bytes, checksum: 18e34e31d7de03791d59cf4088fe46e3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-11T15:06:56Z (GMT) No. of bitstreams: 1 rafaelpereiradasilva.pdf: 1215601 bytes, checksum: 18e34e31d7de03791d59cf4088fe46e3 (MD5) / Made available in DSpace on 2015-12-11T15:06:56Z (GMT). No. of bitstreams: 1 rafaelpereiradasilva.pdf: 1215601 bytes, checksum: 18e34e31d7de03791d59cf4088fe46e3 (MD5) Previous issue date: 2015-02-27 / A pesquisa visa analisar o ethos discursivo dos jornalistas que atuam em assessoria imprensa. O ethos é compreendido como a imagem de si mostrado por meio do discurso. A investigação parte de uma reflexão sobre as transformações no mundo dos jornalistas, onde se constata um conjunto de mudanças no mercado profissional, este fenômeno tem desencadeado alterações significativas sobre a identidade profissional dos jornalistas. Por outro lado, tem-se um alargamento do campo profissional, em que, gradualmente, os jornalistas passam a atuar em espaços extra-redações exercendo o papel de assessor de imprensa ou comunicação. No entanto, a imprensa e os jornalistas se consolidaram ao longo dos séculos como uma instituição ligada aos princípios democráticos, filhos do Iluminismo, o jornalismo e os jornalistas sempre tiveram um ethos e uma ideologia vinculada ao interesse público e ao interesse social. Tendo em vista a mudança de habitus dos jornalistas profissionais, este estudo pretende inserir-se em um conjunto de investigações não “normatizadores” sobre a identidade profissional dos jornalistas. Assim sendo, por meio de entrevistas em profundidade com seis agentes desse campo, procuraremos compreender qual é a imagem de si projetada por meio do discurso dos jornalistas que atuam em assessoria de imprensa. Além disso, utilizamos como aparato metodológico a análise do discurso, na linha francesa para analisar as entrevistas. Como abordagem teórica, nos apropriamos das noções de Campo e habitus desenvolvidas por Pierre Bourdieu, assim como empregamos o conceito de ethos discursivo nas perspectivas de Dominique Maingueneu e de Ruth Amossy a fim de balizar nossa argumentação. / The research aims to analyze the discursive ethos of journalists working in press officer. The ethos is understood as the picture shown itself through discourse. The research part of a reflection on the changes in the world of journalists, which noted a number of changes in the professional market, this phenomenon has triggered significant changes on the professional identity of journalists. How to ensure some researchers, journalism is undergoing structural changes. On the other hand, there is an extension of the professional field in which gradually journalists start to act in extra-essays spaces playing the role of press and communications officer. However, the press and journalists have consolidated over the centuries as an institution linked to democratic principles, children of the Enlightenment, journalism and journalists have always had an ethos and an ideology linked to the public interest and social interest. In view of the change of habitus of professional journalists, this study intends to enter into a body of research not "standard-setting" on the professional identity of journalists. Thus, through in-depth interviews with six agents of this field, try to understand what is the image of themselves projected through discourse of journalists working in the press office. In addition, we use as method discourse analysis in the French line to analyze the interviews. As a theoretical approach we appropriate the field notions of habitus developed by Pierre Bourdieu, as well as employ the concept of discursive ethos prospects of Dominique Maingueneu and Ruth Amossy to mark out our argument.

How our career history influences experiences of our body in old age - abiography-based, mediaassisted analysis

Nallekonsert är ett återkommande konsertkoncept framfört av Malmö symfoniorkester på Malmö Live, där barn i åldern fyra till sju år ges möjlighet att uppleva och upptäcka sång, musik och olika musikaliska genrer. Denna studie undersöker Nallekonserter som ett pedagogiskt instrument för att närma sig känslor med hjälp av musik. Genom observationer, en djupintervju med ett barn samt en enkät med en legitimerad förskollärare, får vi med hjälp av resultat och tidigare forskning en beskrivning av hur vi som förskollärare kan lyfta fram musikens potential som pedagogiskt redskap för att “väcka känslor på ett nytt sätt”. Studiens syfte är att studera vad nallekonserter erbjuder barn i förskoleåldern samt det pedagogiska värdet av att involvera musik i den dagliga verksamheten i förskolan. Vi upplever att förskoleverksamheten i dag använder musik som ett samlingsverktyg och att musik därmed inte används i sin fulla potential. Med denna studie vill vi uppmärksamma musikens värde som pedagogiskt verktyg, hur musik kan väcka känslor på ett nytt sätt.Detta gör vi med avstamp från Bossius och Lilliestam (2011) som hävdar att känslor finns inom oss och utanför oss. De beskrivs som verbala uttryck, kroppsliga uttryck och tolkningar av situationer, eftersom känslor oftast är erfarenhetsbaserade. Även Patrik Juslin, professor i musikpsykologi, har forskat om vad som händer med oss när vi lyssnar på musik och på vilket sätt musik väcker känslor. Med detta som bakgrund används observationer, intervju, och en enkät för att besvara studiens syfte. Resultatet visar att Nallekonserter kan ses som en dörröppnare till barns känslor liksom ett pedagogiskt redskap genom att använda musik som ett naturligt komplement för övriga pedagogiska verktyg.

Uppsatsen syftar till att undersöka Spoken Word som modern folkbildningstradition och hur detta upplevs hos poeter med anknytning till territoriellt stigmatiserade bostadsområden. Intervjustudien bearbetar Spoken Word-poeters upplevelser kring meningsskapande och splittrade habitus i förhållande till polariserade poetiska rum. Detta besvaras via två frågeställningar: 1. Anser sig Spoken Word-poeter ha ett folkbildande uppdrag? 2. Upplever poeterna att Spoken word är meningsfullt för samhället? Datan bygger på sex intervjuer med verksamma poeter som uppträder med sin poesi på scen. De teoretiska utgångspunkterna är Pierre Bourdieus teori om habitus, habitus clivé och W.E.B Du Bois teori om det dubbla medvetandet kompletterat med Sara Ahmeds vita hav. Detta för att se hur majoritetssamhället priviligierade position påverkar poeters identitetsskapande som representanter ur minoritetsbefolkningen. De teoretiska perspektiven bidrar till förståelsen för hur strukturer i samhället delar in poeten i olika rum baserat på individens socioekonomiska klassbakgrund. Studiens resultat visar att den individuella upplevelsen av ett splittrat habitus eller dubbelt medvetande är inneboende hos individen och påverkar självbilden när denne befinner sig i de vita haven. Detta leder till att homogena grupper reproducerar polariserade habitus, samtidigt som det kan innebära att habitus splittrar individen som i stället influerar denne att skapa möjligheter till förändring i samhället. Poeterna har en drivkraft i sitt textförfattande med ambition att förmedla en alternativ verklighetsbild som berättar något. På så vis kan Spoken Word utgöra en informell läroplan för samhället. Studiens bidrag till forskningsfältet består av en kultursociologisk intervjustudie som undersöker den icke-vita sidan av det poetiska rummet med röster från olika geografiska förorter i Sverige. Detta kan bidra till förståelsen hur individen på denna sida av rummet behöver arbeta i två parallella sfärer samtidigt. Den ena utgör samhällets syn på icke-vita där du behöver motbevisa negativa stereotyper och den andra grundas i dina personliga normer och värderingar från din kulturella bakgrund.

Στην παρούσα μελέτη επιχειρείται η εξέταση των απόψεων των γυναικών μελών ΔΕΠ του πανεπιστημίου Πατρών σχετικά με τους παράγοντες που τις ώθησαν να ακολουθήσουν το ακαδημαϊκό επάγγελμα, όπως και των δυσκολιών που αυτές αντιμετωπίζουν στο εν λόγω πανεπιστημιακό πεδίο κατά την άσκηση του επαγγέλματός τους. Είναι μια ποιοτική προσέγγιση. Τα ερευνητικά υποκείμενα είναι είκοσι γυναίκες μέλη ΔΕΠ του Πανεπιστήμιου της Πάτρας, στις βαθμίδες της επίκουρης, αναπληρώτριας και καθηγήτριας. Η ερευνητική μέθοδος της συλλογής των δεδομένων είναι η ημιδομημένη συνέντευξη, η δε μέθοδος ανάλυσης, η ποιοτική ανάλυση περιεχομένου. Η επιλογή των θεωρητικών εννοιών του Bourdieu στις οποίες στηρίζεται η παρούσα μελέτη, είναι αυτές του habitus, του έμφυλου habitus, του πεδίου, του επιστημονικού πεδίου, του Κεφαλαίου, του πολιτισμικού κεφαλαίου, της συμβολικής βίας και τέλος της συμβολικής κυριαρχίας. Βασικά ευρήματα της παρούσας μελέτης αποτελούν τα εξής: α) παράγοντες που συμβάλλουν στην είσοδο των γυναικών στο επιστημονικό πεδίο του Πανεπιστημίου Πατρών, αποτελούν το ισχυρό πολιτισμικό κεφάλαιο που διαθέτουν, η παρώθηση από το οικογενειακό τους περιβάλλον, το ανδρικό πρότυπο ενός καθηγητή μέντορα, οι ευεργετικές διατάξεις του νόμου 1268/82 και τέλος η αγάπη τους για το ακαδημαϊκό επάγγελμα και το γνωστικό τους αντικείμενο, ιδιαίτερα δε για την έρευνα και β) οι δυσκολίες που αντιμετωπίζουν οι γυναίκες μέλη Δ.Ε.Π. του Πανεπιστημίου Πατρών συνδέονται με: τις απαιτήσεις του ακαδημαϊκού επαγγέλματος σε σχέση με τις υποχρεώσεις της γυναίκας ως συζύγου και μητέρας, τις έμφυλες αντιλήψεις και προκαταλήψεις για το γυναικείο φύλο στο ακαδημαϊκό επάγγελμα και την ελλειμματική κατοχή επιστημονικού κεφαλαίου σε σχέση με τους άνδρες ομότεχνούς τους. / This study attempted to examine the views of women faculty members at the University of Patras on the factors that led them to pursue the academic profession, and the difficulties they face in this scientific field during the exercise of their university profession. The research has the form of qualitative case study in which the research subjects are twenty women faculty members at the University of Patras, in the ranks of Assistant Professor, Associate Professor and Professor. The research method of collecting data is the semi structured interview, and the method of analysis is the qualitative content analysis. The selection of Bourdieu's theoretical concepts underlying this study are those of habitus, gendered habitus, field, scientific field, capital, cultural capital, symbolic violence and symbolic dominance. Key findings of this study are the following: a) factors that contribute to women entering the scientific field of the University of Patras are their strong cultural capital, the strong impulse from their familial environment, the male model of a professor as a mentor, the beneficial provisions of the law 1268/82 and their love for the academic profession and their discipline of the subject, especially for research and b) the difficulties faced by women faculty members of the University of Patras associated with: the requirements of the academic profession in relation to the woman’s obligations as a wife and mother, gendered perceptions and prejudices about the female gender in the academic profession and the lack of scientific capital.

This thesis investigates how students’ practical considerations for future choices in education and occupations correspond to policy objectives of socially productive educational choices. This is conveyed through the primary aim of analyzing the correspondence between on the one hand educational policy intentions and on the other hand students’ educational choices and the social and cultural conditions that structure them. These concerns are addressed with specific aims in four different articles. However, the following research questions have been of central guidance for framing the main issue: (1) How are economic, political and social processes brought together on a policy level for motivating and regulating individuals’ educational choices (Article I)? (2) How do students’ educational choices correspond with policy intentions and the assumptions of rational choice that the latter are founded on (Article I-II)? (3) How are students’ educational choices shaped by wants and identities (Article II-IV)? (4) What is the relationship between students’ want formation and relevant social and cultural conditions (Article II-IV)? The empirical material consisted of interviews and semi-structured questionnaires with young people in secondary education and higher education, and interviews with school staff in secondary education. Empirical inquiries were also conveyed via a semiotic content analysis on recent policy: specifically the Swedish Long-Term Surveys from 2008 and 2011. In comprehensive terms, the rationality of choices from both how choice is practiced and what is desired has been of primary interest. These concerns are addressed by the following emphases in the different investigations. In Article I the form of government that aims to shape actors’ wants and decisions in relation to productive educational choices in the Long-Term Surveys is investigated. The forms of rationality in general, and the suggested implementation of rational choices in particular, are here analyzed through a critical semiotic analysis. The result of the study lifts forward critical distinctions of ontological and epistemological assumptions in how to delineate social and economic claims for the righteousness, reasonableness and necessity of choices. Article II focuses on how students’ wants and choices are formed in a vocational (vehicle maintenance program) and a theoretical (social science program) upper secondary education. By examining students’ want-lists complemented by interviews with students and school staff the study argues that it is important to view wants in an organic totality based on individual and collective experiences. The results show a pragmatic rationality in students’ decision-making, which challenges instrumental rationality in educational choices. This is importantly about how structural support guides students’ decisions over the future under conditions of the radical uncertainty that marks decisions in open social systems. In article III the analysis of vocational and theoretical upper secondary students’ want formations are further developed in relation to their educational environment. Through analysis of interviews with students, teachers, principals and student counselors the article pays particular attention to institutional school effects and school habitus. The results showed that different forms of school habitus in the investigated programs could be empirically attributed to how students form their wants. Article IV investigates identity work via a semi-structured questionnaire and group interviews with students from a Swedish Human Resource program in higher education. What in particular was investigated was how symbolic signification of education and occupations occurred within education. The actual meaning students attributed to education rested importantly on collective sense-making. Indicated in the results is that the meaning of being a student incorporates an awareness of social status and an ability to form relatively autonomous personal projects related to social forces. The result of the thesis points to a lack of correspondence between, on the one hand, political notions of how rational and utility maximizing choices should be made based on effective matching of education and working life and, on the other hand, how young people form their paths into the future in practice through education choices. Students often make their educational choices due to a lack of better alternatives and are often uncertain about where their choices will take them in life. These results show that there is a need for concrete support in schools in order to turn students’ insecurity about the future into useful strategies for educational and occupational paths. / <p>Akademisk avhandling för filosofie doktorsexamen i sociologi vid institutionen för sociologi och arbetsvetenskap, Göteborgs universitet, som med tillstånd av samhällsvetenskapliga fakultetsnämnden läggs fram fredagen den 14 juni 2013 kl. 10.15 i sal 10, universitetsbyggnaden, Vasaparken.</p>

Thus far, Pierre Bourdieu’s concepts of capital, field and habitus have not been discussed together with the literature a teacher chooses in the subject English at a Swedish secondary school. However, this study aims to provide more research in this area, as well as how the concepts of capital, field and habitus affect the teacher in how he or she works with literature. This essay discusses the choice of literature of four teachers, as well as how the teachers work with the literature in the classroom. Furthermore, this essay observes that these teachers’ colleagues, time and experience are important factors in their choice of literature and teaching methods. Since these specific factors were found important, the essay concludes that Bourdieu’s concepts of capital and field are more represented than his idea of habitus in the teachers’ choice of literature, as well as how they work with the literature. This conclusion has been made since the teachers used the same approaches when it came to teaching literature, even though they did not have the same education or experience. In other words, the different habitus the teachers have, in this case their education, are in the end almost irrelevant since the teachers used the same approaches as each other, no matter what education they had or when they had it.