Banca de DEFESA: LUCIANE SOARES ALMEIDA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUCIANE SOARES ALMEIDA
DATE: 17/07/2026
TIME: 14:30
LOCAL: Webconferência
TITLE:

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KEY WORDS:
social representations; being a teacher; professional and technological education; Federal Institute; teacher education.

PAGES: 287
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:
This thesis results from a study conducted in the field of teaching in Vocational and
Technological Education (VTE). Its main objective is to analyze the social
representations held by teachers from technical and technological fields at the Federal
Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), who
obtained teaching certification while already in service, regarding what it means to be
a teacher in PTE. The study considers both their professional practice within the
diverse and multifaceted context of a Federal Institute (FI) and the pedagogical training
they received. This is a qualitative study of a basic and explanatory nature. Data were
produced through bibliographic research, documentary research, and field research,
in which mixed questionnaires and semi-structured interviews were employed as data
collection techniques. Data analysis and interpretation were guided by the
contextualization spiral approach and the stages of interpretation proposed by Arruda
(2005). The participants were eight teachers from technical and technological fields,
permanent faculty members of the Federal Institute of Rio Grande do Norte (IFRN),
who had completed an in-service pedagogical teacher education program offered by
the institution for graduates without prior teacher certification. The study is grounded
in the Social Representations Theory (SRT), particularly from the processual approach
(Moscovici, 2009, 2012; Jodelet, 2001, 2009), which focuses on the conditions and
processes through which social representations emerge, as explained by the concepts
of anchoring and objectification. The findings indicate that teachers’ social
representations are organized around two dimensions: the polyvalent teacher,
associated with verticalization as a structuring experience of teaching; and the
technical-licensed teacher, associated with pedagogical teacher education as a source
of legitimacy for teaching practice and for the symbolic position of being a teacher.
Beyond PTE itself, the group represents being a teacher within the Federal Institute:
they do not see themselves merely as teachers of a specific educational modality, but
rather as teachers of the new institutional framework established by the Federal
Institutes. Institutional belonging emerges as a defining element of being a teacher
who, pedagogically competent and socioeducationally committed, navigates the
plurality and complexity of the institution and, while being attentive to students’ diverse
conditions, adapts and adjusts pedagogical practices in order to ensure their retention
and successful completion of educational programs. It is concluded that understanding
these representations is essential for contributing both to the debate on the
configuration of the Federal Institutes and to the development of teacher education
models that are more consistent with the specificities of teaching within this context.

COMMITTEE MEMBERS:
Externa à Instituição - MARILANDI MARIA MASCARELLO VIEIRA
Interna - 1630662 - ADEMARCIA LOPES DE OLIVEIRA COSTA
Externo à Instituição - ANDRE AUGUSTO DINIZ LIRA
Interna - 2621064 - CYNARA TEIXEIRA RIBEIRO
Externa ao Programa - 1645274 - DANIELLE OLIVEIRA DA NÓBREGA - nullPresidente - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externa à Instituição - Francinaide de Lima Silva Nascimento - IFRN
Notícia cadastrada em: 19/06/2026 15:21
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