The knowledge mobilization in the teachers´ practice in the first grades: a case study

Abstract

This article portrays the development of a research about the way first
years teachers mobilize knowledge in the teaching practice. The research line
adopted was the one about teachers formation and the methodological
approach was qualitative, being this way a case study. The data were collected
through questions, interview half-structured, self-biography and oral report,
microetnography using video and pedagogical observations of four teachers
from a philanthropic school, in Santa Maria municipal district, RS, from
preschool up to 4th grade of elementary school. In the research the concept
of habits and knowledge were taken as linked elements, in a dialetic interrelation,
in which, the first was understood as mediator element of the
knowledge mobilization process by the teachers. From this inter-relation a
teachers habitus is formed giving identity, to the educator’s work from the
first years.