O fazer e o saber docente: a representação social do processo de ensino-aprendizagem
The pedagogic practices of brazilian primary school teachers are filled with the several conceptions on the teaching and learning processes that were part of our history of education. By recognizing this presence in the discourses and in the practices of such teachers and understanding that those co...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/45488 |
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| Resumo: | The pedagogic practices of brazilian primary school teachers are filled with the several
conceptions on the teaching and learning processes that were part of our history of education.
By recognizing this presence in the discourses and in the practices of such teachers and
understanding that those conceptions colaborate to the construction of a pedagogic work, this
study identifies social representations of teachers in the Metropolitan Area of the city of
Natal, analysing how such representations influence their practices. The research was carried
out through associative techniques, the free association of words and the Multiple
Classification Procedure (MCP). The free observation provided us with in loco information
from the representational field in question, the classroom. The data was analysed compatibly
through the analysis of the contents of the teachers’ language in speech during the application
of the MCP and free observation. One hundred (100) teachers from both Municipal and State
public school systems with diversified academic formations were analysed in their respective
place of work. The results revealed that the Social Representations on the teaching and
learning processes are articulated in three categories: the professional teacher profile –
magistra-magister; the maternal teacher profile – magistra-mater; cognoscent aspects –
learning, not teacher focused but related to the students themselves. This representational
organization is made explicit in the language of speech and in the configuration of the new
roles and social function of the teacher, present in the more recent conceptions on teaching
and learning, without yet allowing a transformation of their practices which are still chained
to traditional conceptions. Such conceptions drive the general pedagogical work, excluding
from such the role of learner that characterizes the construction of all knowledge. |
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