Estudos sobre elementos constituidores do habitus docente de professores ingressantes na Faculdade de Educação da UFG (2019-2023)

• Ano de defesa: 2025
• Autor(a) principal: Santos, Anderson Gomes de Araújo
• Orientador(a): Noleto, Sylvana de Oliveira Bernardi
• Banca de defesa: Noleto, Sylvana de Oliveira Bernardi , Mohn, Rodrigo Fideles Fernandes , Almeida, Renato Barros de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Educação
• Departamento: UEG ::Coordenação de Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Licenciatura em Pedagogia; Professor ingressante; Formação de professores; Teacher training
• Palavras-chave em Inglês: Bachelor’s Degree in Pedagogy; Early-Career Professor
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1722

This research, conducted within the Graduate Program in Education at the State University of Goiás (UEG) – Inhumas Campus, in the research line Work, State, and Educational Policies, investigates the constitution of habitus in teaching and its interaction with institutional expectations at the Federal University of Goiás (UFG). The study is guided by the following research question: In what ways do elements that express the habitus of newly hired professors in the Pedagogy program at the Faculty of Education at UFG articulate with institutional expectations and manifest in teaching practices? Thus, the general objective of this study is to identify the constitutive elements of the habitus of newly hired professors in the Pedagogy program at the Faculty of Education at UFG, as well as to analyze whether institutional expectations are reflected in their pedagogical practices. To achieve this, the study establishes the following specific objectives: a) Analyze higher education as a social field, exploring the concept of habitus in teaching and its influence on teacher education and pedagogical practices; b) Examine the structuring contexts of the Pedagogy program at UFG within academic and institutional processes; c) Investigate the constitutive elements of the habitus of newly hired professors in the Pedagogy program at UFG, exploring cultural and formative influences and the factors shaping their teaching practices and professional identity. This is a qualitative study that employs the following methodological procedures: a literature review on higher education as a social field and university teaching; documentary analysis of statutes, institutional development plans (PDIs), and faculty recruitment notices at UFG (2019–2023); and interviews with professors who have joined the Pedagogy program at the Faculty of Education/UFG in the past five years. The first chapter of the research presents Bourdieu’s concept of field, situating higher education as a social field and highlighting habitus in teaching as a structuring principle of professional practices. The second chapter discusses the historical development of higher education in Brazil, emphasizing the impact of political and social transformations on teacher education. It analyzes the trajectory of the Pedagogy program at UFG, identifying disputes within the field. The third chapter presents an analysis of the constitutive elements of the habitus of newly hired professors in the Pedagogy program at UFG, considering recruitment notices, institutional profiles, and training practices. This research contributes to the understanding of socialization and teacher education processes in higher education, using the concept of habitus to analyze interactions between agents and institutional structures. By investigating the adaptation of newly hired professors to institutional demands, this study offers insights for a deeper theoretical discussion on habitus in education.