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 space and 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 of the 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 conditions in which they operate.
Teaching Function; Social Position; Pedagogical Practice