Resumo

BASEI, Andréia Paula  e  BENDRATH, Eduard Ângelo. Habitus and class habitus: analogies on the professional development of physical education teachers. Acta Scientiarum. Education [online]. 2016, vol.38, n.3, pp.319-327. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v38i3.27996.

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.

Palavras-chave : Teachers' Training; Trajectory Teaching; Elementary and High School Teachers.

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