Banca de DEFESA: CAMILA RODRIGUES DOS SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CAMILA RODRIGUES DOS SANTOS
DATE: 28/02/2023
TIME: 13:00
LOCAL: Plataforma de webconferência (online)
TITLE:

-

KEY WORDS:

Continuing education; social representations; being a teacher.

PAGES: 322
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Investigating the contributions of the studies on Social Representations Theory (SRT) to the teaching practice has as its epistemological foundation the conception that the knowledge is a human construction based on the individual and group view of a specific group in a determined social organization and of the historical traces of this group and of its members individually. Hereupon, this research aims to analyze the social representation of a group of teachers about “being a teacher”, from the interface between the Social Representations Theory (SRT) and the own representation of the group as a social phenomenon and its implications on the “teacher doing”. This investigation was born from the studies elaborated in the scientific initiation, during the participation in Research Projects on the Line of Research “Education, Representations and Teacher Training”, part of the Postgraduate Program in Education from the Federal University of Rio Grande do Norte (UFRN). Also contributed to this study researches related to teacher training, the educational public policies and the teaching practice, associated with the assumption that the studies related to SRT reveal a knowledge of the researcher about herself as a “teacher being”. Such knowledge provided changes in her own teacher doing and for this reason, the writing is inspired by the autoethnography. To develop the research, we used as theoretical-methodological support: the SRT, defended by Moscovici (1961), Jodelet (2001, 2011) and Sá (1996, 1998); the Central Core Theory (CCT), elaborated by Abric (1996, 1998) and held by Melo (2009, 2022); and Freire’s Philosophy of Education (1979, 1997, 2000, 2019). Reviewing the literature and the state of art, from the investigation about the proposed theme, in Thesis and Dissertations CAPES/MEC Database, it was noticed the lack of studies in this regard, signaling that the proposition of this research is innovative and it can contribute to rethink teacher training. Considering that the researched group participated actively in the knowledge production for this study, we understand that it is an action-research in SRT. Thus, the methodological route involved a visit to each one of the three educational institutions which constitute the research locations, represented by 12 teachers from a Teaching Institution part of Natal City Educational System and 16 teachers from the Teaching Institution part of the Federal Educational System, both located in Brazil; and 17 teachers from the Center of Public Education in Spain. The construction of data was made through the Technique of Free Association of Words (TALP) and a socioeconomic questionnaire with teachers who teach in the first years of the Elementary School. After analyzing the data, we opted to return to the educational institutions researched and to promote Dialogical Reflective Meetings (DRM) with the three groups, constituted by 5 teachers in each of the Brazilian educational institutions and 3 teachers from the Center of Education in Spain. To analyze and interpret the generated information we assumed a qualitative perspective. In the first phase, the data from the TALP was analyzed in the Representational Spiral System (SER) and in the Content Analysis (BARDIN, 2011). The phases of categorization, description and interpretation were done, working with the semantic criteria and prioritizing the thematic analysis, which investigate the meaning cores which constitute the communication through the observation of the themes inside the Structural Approach of the CCT (ABRIC, 1996,1998). In the second phase, the data obtained with the DRM were analyzed through the description of the meetings and the triangulation of this information with the theoretical foundation. The results revealed that this research evoke a new look to the teacher training in its relation to the practice, that starts in the symbolic dimension concerning the SRT and that it brings subsides to the promotion of the debates that allow the rethinking of the continuing education courses, as also the (re)thinking of your own teacher doing.

COMMITTEE MEMBERS:
Interno - 926826 - ADIR LUIZ FERREIRA
Externa à Instituição - ANTONIA MAIRA EMELLY CABRAL DA SILVA VIEIRA - UERN
Interna - 2621064 - CYNARA TEIXEIRA RIBEIRO
Externa à Instituição - DANIELLE OLIVEIRA DA NÓBREGA - UFAL
Presidente - 3465197 - ELDA SILVA DO NASCIMENTO MELO
Externo à Instituição - JOSÉ BELTRÁN LLAVADOR - UV
Interna - 349752 - ROSALIA DE FATIMA E SILVA