Description
The aim of this study was to analyse the professional development of two basic education teachers from the So Paulo state school system by analysing sociological portraits that would allow us to build an understanding of teaching as an intellectual function, according to the definition of the American theorist and critic Henry Giroux. Bearing in mind the limits and possibilities for this intellectuality, and considering the public education policies in the state of So Paulo that determine teacher training and the implementation of programmes and curricula, we sought, using the research methodology adopted and based on French sociologist Bernard Lahire, to highlight which dispositions were constructed by the teachers and how they were configured in the different socialisation processes during their professional career, seeking to highlight interfaces with the concept of the intellectual teacher.
