A criação dos Institutos Federais no Brasil e o tensionamento dos 'habituses' e das identidades de seus professores: um estudo a partir do caso do IFPB - Campus de João Pessoa.

Abstract

This thesis has as its object the changes concerning micropolitics, values and dispositions referred to the 'habituses' and identities of the professors from Federal Institutes (FI), which have undergone remarkable transformations throughout their history, from offering only technical courses to undergraduate and graduate ones. The thesis of this work is that to each new institutional configuration, the currently denominated FI have mobilized changes from the definitions of roles and from the desired set of professors´ attributes and characteristics, giving rise to crisis situations of 'professor´s habituses', in the Bourdieusian sense. Also movements of resistance and engagement among professors emerge in relation to the new institutionally defined models of action, especially regarding the status of teaching, research and extension in the practices of the focused actors. The theoretical framework is inspired by Bourdieu's contributions and by the authors who formulated the Competence Approach, such as Perrenoud (1999), Roegiers (2007), Tardif (2006) and Scallon (2015). The methodological procedures were the documentary analysis, by describing the ways of organization of the FI and the roles and expectations regarding the identities of its professors, as well as the analysis of a sample of professors´ interviews sorted by age and length of institutional affiliation. These interviews referred to the ways of experiencing the mentioned institutional changes and their demands in terms of professional performance. Among the main conclusions of the work, it were highlighted that there is not a single habitus within the Federal Institute, but at least two distinct habituses constituted, above all, by the social conditions referring to the historical reconfigurations suffered by the institution. These legal and administrative reformulations over time have generated, in general, two major models of performance that may be perceived from the documentary and interviews analyses: the oldest, conservative “Technical School Model”, based on knowledge and practical perception of world; and the most recent "Integrated Model", which responds to the new institutional demands of professor´s activities in the areas of research, teaching and extension.