The Habitus of the History and Social Sciences Teacher in Poverty Contexts: a biographical/narrative perspective on Teaching Work

Abstract

Here are presented the results of an investigation centered in analyzing the symbolic construction, understood as Habitus, that the History and Social Sciences Teachers do about the Teaching Work in Poverty Contexts. In order to do so, it has been working with six teachers that used to work in educational settings located in Poverty Contexts in Santiago; doing narrative interviews that linked the perspective that these actors have about the Teaching Work and their vital experience. The results are organized in the following categories; Professional Course, Workstation (Job), Teaching Work, Teaching Work in Poverty Contexts and History and Social Sciences Teacher. In the findings are argued the implications produced by Teaching Work's characteristics in teachers and the need of relating the results of the investigations about the Teaching Work with the discussions about the initial training of teachers and education's quality are mapped out.