As representações sociais de escola e docência e a constituição identitária de licenciandos em Química

Bibliographic Data

ID5802174
AuthorsCamila Lima Miranda (0000-0002-3809-2882, corresponding author)
Year2018
Publication date2018-07-12
Peer ReviewedYes
Open AccessYes
TypeTHESIS
PublisherUniversidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER)
DOI10.11606/t.81.2018.tde-10072018-135219
OpenAlexW2904888082
LanguagePT
References cited9

This study focuses on perceive if the social representations (SR) concerning school and to be a teacher of students enrolled in a Chemistry teacher initial training course influence the constitution of their identity two main objectives.In this sense, one of the main objectives of this work is to unveil these SR; the second goal is to identify the representations / attributions of the "significant others" and the "generalized others" from the analysis of the interviews made with these subjects.Semi-structured interviews were conducted with four students of the University of São Paulo, a State university settled at São Paulo city (Brazil).All of them are attending a Chemistry teacher initial training course, and came from public High Schools.The dialogue between the social representations theory, in the Serge Moscovici ́s perspective, and the one proposed by Claude Dubar refering to professional identity conducted the data analysis.The analysis was inspired by the Content Analysis techniques as proposed by Bardin, leading to three categories, subdivided, if it is the case, into subcategories.The findings show that the sharing of a SR regarding an social object does not necessarily implies in similar modes of action.These students share the SR that about the teachers acting in the governmental Basic Education system (compulsory school period; in Brazil it comprises primary school, lower secondary education, and high school period, totalizing 12 years) have a poor training to be professionals.Nevertheless, the subjects investigated in this work have different perspectives of action deriving from this shared RS.While some of them intend to work in the public basic schools, the other ones do not divise this possibility.For some individuals, to teach in the basic school public system might imply, to accept the low quality attribution while, for others, this action can favour an opposite intervention in relation to what is portrayed in this SR.The SR about school also became a source of identity crises for these young people: the difficulty to have the same performance of other students when migrating to a private school; the failure in the selection admission exams to the university; and the difficulty in following the undergraduate course after their approval in the said examination transform the feelings fundamental for the construction of their identity, like appreciation and recognition, that accompanied them during their basic schooling, were deeply questioned, fracturing their confidence in the basic school and in themselves.On the other hand, in the analysis of the attributions of the others it was verified, in relation to the "significant others", that their professional choices were not fully accepted by their relatives; they perceive a lack of acceptance even in the university context due to the teacher training undergraduate course underestimation and the fact that there are not enough attention to the undergraduate students ́ profiles huge differences due mainly to the failure of the Brazilian public basic education system from which they came p.These students feel excluded, especially due to the difficulties to follow the undergraduate course.In relation to the "generalized others", they feel expectations that differ from the SR that this group built regarding teaching.Finally, the analysis of these students ́ SR concerning to be a teacher allows to conclude that for this social group to be a professor relates to personal fulfillment, intrinsically connected to motivation, autonomy, innovation, affection regarding students and to the need to listen to them.The findings that constitute t this study data permit to understand the role exerted by the other's look on the identity constitution.It is through such a look that the subject can also recognize himself.We hope that the present study may contribute to a resignification of the initial teacher training, considering it as a diachronic construction, permeated by the social context, by the attribution of the others -whether significant or generalized -and by the social representations

Art · Attribution · Constitution · Content analysis · Humanities · Pedagogy · Physics · Political science · Social science · Sociology · Community Health and Development · Psychology · Social Psychology · Social Representations and Identity · Urban and sociocultural dynamics

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