Origin social of teachers and aspects of teaching practice

Abstract

This article proposes to examine aspects of family habitus’s of teachers of the first series of basic education in public schools, linking them to aspects of the habitus’s teacher. It was found that attitudes learned by teachers in their families of origin, concerning the work as value and school education as a strategy for the social rise, make up their world view and are expressed in aspects of the pedagogical practice they perform. These provisions for action relate with aspects of school culture and, among other issues, confer to the students the responsibility for its success or failure in school, ignoring social determinants.