Maintenance strategies, accommodation and implementation of habitus in a scenery in change

Abstract

Having the background in the implementation in the São Paulo state public school of the Cycles Regime with Ongoing Progression, focusing the concepts of habitus, cultural capital and pedagogical authority of Pierre Bourdieu, this article analyzes the testimony of four public school teachers, with an emphasis on elements relating to his reaction and strategies developed to overcome impasses caused by this educational reform.With this analytical reference, seek to verify in the testimonial the impact, and contradictions that such reform has resulted in habitus and cultural capital of teachers, as well as strategies for overcoming the conflicts that teachers develop. This identification is possible from the recognition of the key elements that are expressed in teachers discourses who reveal their cultural capital, habitus and teaching strategies for overcoming the conflicts that arise with the implementation of the reform.