Name: RONIS FARIA DE SOUZA
Publication date: 30/09/2016
Advisor:
Name |
Role |
|---|---|
| ADELIA MARIA MIGLIEVICH RIBEIRO | Advisor * |
| MARIA AMÉLIA DALVI SALGUEIRO | Co-advisor * |
Examining board:
| Name |
Role |
|---|---|
| ADELIA MARIA MIGLIEVICH RIBEIRO | Advisor * |
| GILVAN VENTURA DA SILVA | Internal Examiner * |
| LETÍCIA QUEIROZ DE CARVALHO | External Alternate * |
| MARCELO FETZ DE ALMEIDA | Internal Alternate * |
Summary: This thesis has as subject of research high school Portuguese Language teachers working for the public system in Espírito Santo state. Its aim is to question their relation with Literature. It is inquired, from the perspective of the sociologist Pierre Bourdieu: what is these teachers habitus and the implication in their formation as literary readers? The main objective is investigating the history of the Portuguese teachers contact with literary reading and the building of their intimacy with the book, their real proximity, the development of taste as cultural capital and the strategy of social distinction between forces acting in a social field, as of the concept of habitus. It reveals the process of naturalization of social behaviors, which classify individuals, separating or gathering them. In order to obtain statistically representative results, all the state-system teachers with this profile were approached, covering the 11 Regional Superintendencies of Education. As for data capture, the exploratory, explanatory and descriptive quantitative research applied a survey with open-ended and close-ended questions answered electronically by the teachers. The first part of this study discusses the role of social reading and the historical association between literary incentive and State policy. Moreover, it is presented a bibliographic review setting boundaries for the construction and analysis of the object of study. The field results in the second part of the thesis expose the delicate relation between the teacher and the literary text, whether as source of fulfillment or mere obligation, the origins of each attitude, the space of literature within the society as well as the issues concerning the social condition of the subject. They are formed as teachers framing a certain Brazil Reader and impacting, at the same time, the future project of creation of a new Brazil Reader coming from the school benches. Analyzing the sample within a multidisciplinary endeavor, crossing literature, education and sociology, permitted to attest the presence of habitus in the build-up of literary taste of the teacher-reader. Therefore, there is an expressive number of teachers originated from families with low education level, who have generally reached no further than Elementary School, being raised in homes with incipient presence of books. Nonetheless, amid mishaps and efforts they have achieved professional and academic graduation, even facing significant barriers to the practice of reading and evolution of carrier. As of this journey that imbricates childhood and formation, we highlight teachers-readers with a reading repertoire deeply marked by works of school canons, by self-help literature, by event-books and best-sellers as well as by an almost complete lack of interest in poetry.
Key-words: Literary Reading. Habitus. Teacher. Teacher formation. Espírito Santo.
