O campo de ensino da sociologia : análise dos capitais e estratégias dos professores da educação básica de Sergipe

Abstract

This research objective to analyze the trajectories of sociology teachers in basic education in Sergipe, based on Bourdieu's concepts of field, capital, and strategy, seeking to understand how these professionals construct their careers, the strategies used in their teaching practice, the capital incorporated, acquired, and objectified throughout their careers, and how it is mobilized to face the adversities present in the field of basic education. To this end, a bibliographic study on the history of sociology teaching was initially conducted. This stage provided the necessary theoretical foundation for understanding the process of constituting the field of sociology teaching, thus allowing us to identify how the construction of this field relates to the academic and professional trajectories of the teachers who work within it. In a second stage, semistructured interviews were conducted with high school sociology teachers in Sergipe. field and constructs meanings about the teaching of the subject. Based on the bibliographic study, it was found that the recurring discontinuity of the subject in school curricula, associated with precarious hiring conditions and the absence of public policies that value the teaching of Sociology, directly contributes to the weakening of the teaching career. From the analyses, it is possible to affirm that the trajectories of the Sociology teachers investigated are traversed by structural, historical, and institutional conditions that shape their choices, strategies, and possibilities of insertion and permanence in the educational field. The pursuit of academic qualifications and continuing education thus emerges as the main strategy for accumulating cultural and academic capital. While for some teachers these investments broaden their chances of insertion, stability, and diversification of professional activity, for others they encounter the limitations imposed by the precariousness of teaching work, the absence of institutional incentives, and the weak conversion of degrees into material value. Therefore, the analyses reveal the different forms of mobilization and conversion of capital—cultural, social, and symbolic—according to the positions occupied in the field.