Banca de DEFESA: JOÃO PEDRO ARAÚJO DE SOUSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOÃO PEDRO ARAÚJO DE SOUSA
DATE: 31/08/2022
TIME: 14:00
LOCAL: Multimeios 01 - Centro de Educação
TITLE:

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KEY WORDS:

Teacher training, Teaching; Curriculum and Social Representations.

PAGES: 267
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Teacher training, as a public education policy, has been a major challenge for the Brazilian State in recent decades. Undoubtedly, the years of the 2000s and 2010s showed significant leaps in terms of funding and implementation of training policies, with emphasis on the National Curriculum Guidelines for initial higher education and continuing education, resolution nº 2 of July 1, 2010. 2015 of the National Council of Education, as well as Law 13.005/2014 that establishes the National Education Plan, especially in its goals 15 and 16 that deal with the initial and continuing education of teachers, respectively. As highlighted by Moura e Filho (2017), a parliamentary coup was orchestrated with a view to overthrowing the elected president Dilma Rousseff and installing other political concepts linked to neoliberal perspectives in the country. In this scenario, in line with previous research by the Group of Studies and Research in Social Representations and Education, we ask ourselves about the social representations regarding teaching for the undergraduates of the Licentiate in Social Sciences and Theater at UFRN, as well as the study of representations It is necessary within the context of education, especially in the process of teacher training, as these constitute collectively constructed knowledge that direct individuals' behaviors and actions (MOSCOVICI, 2012). Therefore, based on the understanding that training in licentiates are collective constructions between social agents that compose it, the understanding of how this knowledge related to the profession itself and its work practices becomes essential to understand how the formation processes of these futures occur. teachers. Thus, our main objective is to understand the Social Representations about teaching for undergraduate students of Social Sciences and Theater. Furthermore, we have as specific objectives, to understand the formative contexts of the students in the licenciatura courses; identify what their understandings are about the profession in training; to perceive how the conjunctural processes contribute to the construction of social representations about teaching. To reach the objectives, we followed the methodological path based on Sá (1998); for the construction of the research object in the TRS; Wagner (2000), for the sociogenetic construction of social representations; and Arruda (2005), for interpretation and analysis of the constructed data. In this way, after analyzing and interpreting the data, we noticed representational signs of the undergraduates about teaching that relate to two main elements: heroism, a vision in which the teacher must overcome any and all difficulties to carry out his activity; and devaluation, which present perceptions that both the professional activity and the specificities of the disciplines are in precarious and exhausting conditions.

COMMITTEE MEMBERS:
Externo à Instituição - ANDRE AUGUSTO DINIZ LIRA - UFCG
Interna - 2621064 - CYNARA TEIXEIRA RIBEIRO
Externa ao Programa - 1645274 - DANIELLE OLIVEIRA DA NÓBREGA - nullInterna - ***.248.414-** - DANTE HENRIQUE MOURA - null
Presidente - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externa à Instituição - LENINA LOPES SOARES SILVA - IFRN
Externa à Instituição - SILVIA REGINA PEREIRA DE MENDONCA - IFRN