摘要：We aim to present in this article the results of a research on the dispositions to the action of teachers from the first grades of the primary school that compose their pedagogical practices and constitute values in practical state. Data was collected by means of semi-structured interviews with ten teachers from the state public schools of São Paulo, and it was analyzed considering the concepts of social spaceand social field formulated by Pierre Bourdieu. It was possible to evidence that the practices of the student’s disciplinarization and moralization, which were the center ofthe teacher’s acting regarding this teaching extent, relate themselves with the learning referred to the teacher’s social origin and attribute, and with the objective conditionsin which they operate.
其他摘要：We aim to present in this article the results of a research on the dispositions to the action of teachers from the first grades of the primary school that compose their pedagogical practices and constitute values in practical state. Data was collected by means of semi-structured interviews with ten teachers from the state public schools of São Paulo, and it was analyzed considering the concepts of social spaceand social field formulated by Pierre Bourdieu. It was possible to evidence that the practices of the student’s disciplinarization and moralization, which were the center ofthe teacher’s acting regarding this teaching extent, relate themselves with the learning referred to the teacher’s social origin and attribute, and with the objective conditionsin which they operate.
关键词：Teaching Function. Social Position. Pedagogical Practice.;Função Docente. Posição Social. Prática Pedagógica.
其他关键词：Education;Teaching Function. Social Position. Pedagogical Practice.
