Habitus and class habitus: analogies on the professional development of physical education teachers
DOI:
https://doi.org/10.4025/actascieduc.v38i3.27996Keywords:
teachers’ training, trajectory teaching, elementary and high school teachers.Abstract
Physical Education teachers’ habitus in primary and secondary government-run and private schools in the municipality of Ivaiporã, Paraná state, Brazil, is investigated with regard to their professional development. A descriptive and qualitative research with eleven teachers was undertaken. Data were retrieved by a semi-structured interview, with content analysis (Bardin, 1977). Results showed that teachers share a class habitus, with similarities in understanding, forms, difficulties, investments and incentives on professional development. Teachers should engage in a process of continuous education that goes beyond the development of technical skills but which also involves critique, self-awareness, autonomy and political commitment of the teacher in Education.
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