UMA INVESTIGAÇÃO SOBRE A SOCIALIZAÇÃO DO HABITUS NA TRAJETÓRIA DE VIDA: UM OLHAR MAIS AMPLO PARA A FORMAÇÃO DE PROFESSORES DE CIÊNCIAS

In recent years, debates around the world have sought to improve teacher training in science education. However, many of these discourses have emphasized market-based solutions, proposing the idea of “efficiency” and “flexibility”. On the other hand, the conception of science teacher training as a continuous process, throughout life, has been neglected beyond university studies. This is because the influence of this broader process on the socialization of teaching practice, reflected in the science classroom, is not absolutely clear. In this sense, the aim of this work is to understand the relationship between elements of the habitus of elementary school science teachers and their respective socialization processes throughout their lives, taking into account various social spaces. The theoretical and methodological background used was the theory of Pierre Bourdieu, his conceptions of the social practice of agents through the study of habitus and capitals. This research studied 16 science teachers (Biology, Physics, Chemistry and Science) from Brazilian elementary school. Characterized as a qualitative study, the research used a questionnaire and semi-structured interviews, and the data was analyzed using Multiple Correspondence Analysis (MCA). The study identified significant patterns that reflect complex social dynamics, especially related to cultural and economic capital. There is a clear dichotomy between "banking" and "dialogical" approaches, influenced by the teachers' socialization experiences. Furthermore, gender socialization in the incorporation of science teachers' habitus dispositions is fundamental to understanding their social practice. The article also suggests areas for future research, including the influence of students on the socialization process and comparative studies between different educational and cultural contexts. It concludes by emphasizing the importance of formulating new dynamics in science teacher training programs to promote truly emancipatory teacher education.