Perfil socioeconômico de docentes e direcionamento para a rede de ensino pública ou privada na cidade de São Paulo

Abstract

This study aims to to investigate the relationship between the amount of cultural, economic, social, formative, and symbolic capital of teachers in the areas of Language and Mathematics who work in secondary education and their choice for the private network or the public network (municipal and state) as their professional position. In order to answer this objective, the contributions of the sociologist Pierre Bourdieu, especially the concepts of economic, cultural, social and symbolic capital, as well as field, habitus and class ethos guide our analysis. These concepts allow us to discuss the following research problem: how is the cultural, economic, social and formative profile of teachers of Portuguese, Mathematics and English Language who work in the public network (municipal and state) and/or private network in the city of São Paulo? As a hypothesis, it was considered that teachers from the private sector, when compared to teachers from the public sector (municipal and state), have incorporated a cultural matrix with dominant social provisions and cultural practices that make it possible for the holder to establish certain strategies of distinction and also regulate the hierarchy of positions in the professional field by the unequal distribution of capital. It is also part of this study to analyse the influence of cultural, social and family practices incorporated by teachers in the choice of private or public education as a professional position. The methodological procedures adopted for data collection involve the use of a socioeconomic questionnaire, mood assessment (Brunel's Humor Scale and Work Stress Scale) and interview. As for the choice of subjects, it is intended to investigate the socioeconomic profile of 12 private network teachers, 12 state network teachers and 12 municipal network teachers. In the second stage, interviews were conducted with six Portuguese language teachers, six mathematics teachers and six English language teachers from public schools (municipal and state) and private schools in different regions of the city of São Paulo. The results allow us to conclude that teachers in the private network have a familiar, formative, professional and economic profile that differs from teachers in the municipal and state network. The study also pointed out that salary is the main regulator of positions within the professional field, since the teachers researched built their professional trajectory because of the economic return or, in the case of the public network, the stability of employment, which can also mean the conquest or maintenance of the position that each teacher can occupy in the job market. Finally, Bourdieu's concepts allow us to infer that teachers in the private network have a volume of inherited capital and provisions incorporated into the habitus, guided by symbolic rules and dominant arbitrary values, capable of determining the mechanics of the professional field and the possible position to be occupied