Representações sociais sobre o ensinar: construção identitária docente na formação inicial
The Theory of Social Representations has contributed significantly to several areas of knowledge. In education, it is used in researches that present a plurality of objects and subjects. In this work, we investigate the relationships between social representations about teaching with the teaching id...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/42314 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The Theory of Social Representations has contributed significantly to several areas of knowledge. In education, it is used in researches that present a plurality of objects and subjects. In this work, we investigate the relationships between social representations about teaching with the teaching identity construction of undergraduate students. This monograph is inserted in the context of the project Teaching on Graduation: Representations in Construction, linked to PROPESQ of UFRN. As theoretical references on the TRS, authors such as Moscovici (2012) and Jodelet (2001) were consulted, and the reflections on identity construction received the theoretical contribution of Ciampa (1994) and Dubar (1997). The research methodology used was the semi-structured interview (SKYMANSKI, 2002), with the participation of students from the social sciences and pedagogy courses at the central campus of UFRN. Data analysis was done with a qualitative approach, according to the guidelines of authors such as Bardin (2009) and Arruda (2014). The results show strong connections between the representations about teaching with the teaching models that are being built from what the graduates already know / lived in conflict with the new knowledge and new experiences coming from the initial training offered by the undergraduate courses. |
|---|