Praxiologia e representação social sobre formação de professores nas licenciaturas da UFPI

At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piauí(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petrônio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Antônio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education

Formação e vivências: a representação social do ser professor em comunidades ribeirinhas do Vale do Juruá Acre

Being a teacher is a challenging task, driving action strategies that mobilize technical dimensions of being / doing teaching, but also affection. This research was conducted with teachers / students of the Special Program of formation for Teachers of Basic Education agricultural zone (PROFIR) developed by the Federal University of Acre in partnership with the State Department of Education (SEE) and City Halls of the region; locus typically Amazon and, in this research, comprises five municipalities in the Valley of Juruá - Acre. Northern Brazil. It Aims to capture the social representation of being a teacher in riverside communities. We performed this study from the Theory of Social Representations (MOSCOVICI, 1978, 1990, 2005a, 2005b, 2009, 2011) and (JODELET, 2001), from discussions on teacher formation (LDB No. 9394 of 1996). Work, among others, (TARDIF, 2004), (TARDIF; LESSARD, 2007), (NÓVOA, 1992, 1999), (ARROYO, 2007). We used as a methodological strategy, the multiple classification procedure (PCM), which is organized in two steps: Free Classification and Directed Classification, as well as semi-structured interviews, involving, thus, 137 teachers surveyed. For the analysis of the data, we appealed to software SPSS, version 13.0 for Windows, mapping the elements of the representational content through Multidimensional Analysis (MSA and SSA). Through the different strategies of analysis, we identified from the Free Classification, the regionalization: Beyond forest, teaching Attributes and Mobilized Attributes. With data of the Directed Classification, the analysis was based on the Theory of Facets (BILSKY, 2003) and (BUSCHINI, 2005) and we found: Reference of teacher; Negative Dimension and affective and technicians attributes. Finally, with the Analysis of Content (BARDIN, 2004) e (FRANK, 2005) and of the interviews the categories we found the categories: Urban relation versus agricultural, Knowledge in construction and possible bets. The report of the experiences along the edge of the rivers, in these different methodological strategies and of analysis, demonstrates the existence of symbolic and representational elements that influence and guide the educational conduct and actions of these teachers and that they are deeply anchored and objectified in technical and affective elements of the making teacher. They daily live deeply the concreteness of the Amazonian realism redesigning the Real and the symbolic one as a way to understand themselves as a teacher in adversity of this context. We also observed the historical, social and cultural local marks, framing, thus, the collective personality and generating its guides of action

O sensível no trabalho docente: representação social entre docentes do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte

The aim of this study was to analyze the social representation of the sensible among teachers of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, attempting to identify its constituents and understand the dynamics that gives functionality to your organization. The study is significant considering that the professional conduct can not be delineated in its complexity without unraveling the social representations that teachers themselves have of their being and doing professional. The theoretical and methodological framework of the research is the theory of social representation. 107 teachers from various backgrounds participated. To collect the data were used as instruments : a questionnaire listing, which subsidizes the characterization of the subjects , the TALP - technique of free association of words ( ABRIC , 1994) , the PCM - Procedure for Multiple Ratings ( ROAZZI , 1995) ; questionnaire redemption of sensitive memories of the subjects in their school experiences of childhood , adolescence, youth and teaching practice . The PCM data, in which the slogan was directed at rating Give class, were submitted to multidimensional statistical analysis. Already TALP was analyzed by EVOC 2000 software, the profile questionnaire received descriptive statistical analysis and the memories received the questionnaire analysis of thematic content, Bardin (2004). Taken together, the results point to a social representation of sensitive teaching (the game, the fun, the touch, the smile, the relaxation) are not in the classroom. The sensitive pure still fits in school, but only in the courtyard, on the playground, in the intervals, therefore, outside of space-time class, playful perch that lives in each of us is totally strange to this world of the classroom . After doing the Approximation of ideas , we realized three discourses evident in the reports of teachers : the discourse of Numbness in which we perceive the distance of the teacher in relation to sensitive component as a facilitator in the learning process , the discourse of Feeling , in which we can discern small approximation to the sensitive dialogues and proposed in this study , the speech of reflection in which teachers analyze, evaluate and establish a discourse on the importance of education in sensitive , but not actualize in their teaching practice

Os significados do tabagismo construídos na dinâmica social

The present study has the purpose of catching the significances of smoking in the social dinamics based on the Theory of Social Representations. It was developed among adults with ages from 20 to 59 years, low social and economic conditions, at Natal RN, Brazil. The Free-words Association Test was applied as the instrument of data collection and a semi-structured interview with the smokers and non-smokers, besides a structured interview with smokers, non-smokers and ex-smokers. All data was analyzed by the descriptive statistics using the Analysis of Content Technique of the thematic kind and by the softwares ALCESTE and EVOC 2000. Elaborations about smoking were marked by social, cultural and historical dimension, however they showed sensibility to changes and revealed positive and negative aspects of the habit. The analysis of the semi-structured interviews showed the following categories and under-categories respectively: Initiation of the habit (Friends and Family and Appreciation and Beauty); Psychosocial Implications of smoking (Personal relationship, Work and Financial); Behavior when facing smoking (Positive, Negative and Neutral); Smoking Effects (Smokers´ health and the other people health); Description about oral diseases ( Bad breath, Oral cancer and Dental problems); Smoking treatment (Physician and psychological, Supernatural and Difficulties). ALCESTE analysis presented 4 classes: Ambivalence between pleasure and get ill, Smoking as a trouble and danger to society, Social discrimination of smokers and Mouth as a place of reaffirmation of the discrimination. Those helped us to understand the psychosocial repercussion of the habit. On the social representation structure we identified as a probable central nucleus of the smoker group the categories Pleasure and Bad to the health and as peripheral elements Alcoholic Drink, Financial damage and Nervousness. For the non-smoker group the category Bad to the health comes first and Stop Smoking comes as a peripheral element. Finally, we hope that the knowledge of these representations can contribute to plan and/or to rethink over the professional practices and public policies related to smoking. Besides that, for an amplified comprehension of the study object the discussions over the identified representations should be deepen and amplified to other population and social groups

A representação social do cuidado no programa saúde da família na cidade de Natal

RODRIGUES, M. P.; LIMA, K. C.; RONCALLI, A. G. A representação social do cuidado no programa saúde da família na cidade de Natal. Ciênc. Saúde Coletiva, v. 13, n. 1, p. 71-82. 2008. ISSN 1413-8123.

A representação social do cuidado no programa saúde da família na cidade de Natal

RODRIGUES, Maisa Paulino; LIMA, Kenio Costa de; RONCALLI, Angelo Giuseppe. A representaçao social do cuidado no programa saúde da familia na cidade de Natal. Ciência & Saúde Coletiva, v. 13, n. 1, p. 71-82, 2008.Disponivel em: . Acesso em: 04 out. 2010.

A representação social do papel de gestores em organizações não governamentais

The discussions concerning the absence of a management model appropriate to the peculiarities of third sector organizations have not been impeditive to their emphasized expansion in the last decades. In the attempt of understanding this phenomenon from the perspective of those who manage social organizations, this work based on the theory of social representations to understand the notion that organization managers of the third sector - based in Fortaleza CE - have of the part that they play and how this notion influences the direction of their activities. Social representations of managers of four different categories of non-governmental organizations have been investigated, each category composed of two unities. The categories researched were: social integration through art and education, prevention and treatment of alcohol and drug abuse, children s health assistance and community action. By using Doise s Societal Approach, the role of social managers translated in intraindividual, interindividual and situational processes of their actions, has been analysed within the social representations, focusing on beliefs, values, symbols and stories that give meaning to the existence of non-governmental organizations. Analysis and discussion of data displayed the existence of diversity in the understanding of managers within their practice, in other words, the management profile is also its own manager s. The branch where an organization acts is also preponderant in the shaping of a management style. It could be deduced, from to the organizations researched, that professional formation and the manager s social insertion mainly, are determinative factors in the outlining of a management model of its own. It was concluded that, due to heterogeneity of interests and action segments, there is no systematic process for social management among organizations. Management styles are supported by their director s own perception of achievement, who model organizations according to their contingencies

Significados e percepções do homem diante da gravidez de sua companheira com síndromes hipertensivas

The general aim of the research was to comprehend the Social Representations constructed by the man in the face of his companion s risk pregnancy caused by hypertensive syndromes. The study is of exploratory and descriptive character in a qualitative approach developed at two public maternity hospitals, both located in Natal-RN, with 65 men whose wives had undergone high-risk pregnancy. The project was submitted to the Ethics on Research Committee of the Federal University of Rio Grande do Norte, Brazil (CEP-UFRN), with favorable report no. 81/07. For data collection, the following multimethods were employed: a word free association test; a projective test for registering mental images; and a semistructured interview schedule. The speech contents were analyzed in accordance with the Theory of Social Representations and complemented by the Central Nucleus Theory. The discussion of the results was grounded on literary findings of the companion s participation in pregnancy as well as in risk pregnancy associated with hypertensive syndromes. The data showed fear as representation s central nucleus, while recollections of that feeling referred to death of both companion and child in addition to fear of the unknown. The categories preoccupation and carefulness, other feelings, and clinical picture of the disease represented components of the peripheral nucleus. The results concerning mental images followed the same category criteria of the word free association test fear, other feelings, preoccupation, carefulness, and clinical picture of the disease. After being processed in accordance with the principles of content analysis, the statements originated three thematic unities: fear and insecurity in the presence of the companion s risk pregnancy; attitudes of carefulness to the risk pregnancy of the partner; and humanized assistance during the companion s risk pregnancy. Considering the results, the conclusion is that the partner s risk pregnancy caused by hypertensive syndromes represents, for the man, feelings of fear, preoccupation, insecurity, lack of acceptance and information, as well as attitudes of carefulness. The results reveal necessity of reorganizing the obstetric assistance with an eye to including the man as participant in the reproductive process. That demands extension of humanized carefulness to the companion with a view to make him an active coadjutor in the assistance of high-risk pregnant

Estudo psicossocial das perdas dentárias na terceira idade

The present study seeks to understand tooth loss by investigating the social representations in the daily life of elderly individuals, thus characterizing itself as a comparative and analytic research. It is known that tooth loss is a common occurrence in elderly individuals, interfering at the psychosocial and biological levels, through its functional, esthetical and social implications. The area of oral health in Brazil is lacking studies on this topic, especially with respect to the psychosocial aspects of the elderly. The Theory of Social Representations and the Central Nucleus Theory were selected for theoretical-methodological support. The Free Association of Words Test was used, whose inducing stimulus were the words tooth loss , in which each subject was asked to associate 3 words, to respond to a questionnaire related to socio-economic conditions and containing an investigation of tooth loss, access to odontological services and the need for dental treatment, and to undergo a focus group interview. The study sample consisted of 120 individuals 60 years of age or over, resident in Natal, RN, Brazil and participants of the Live Together to Live Better group of the Basic Health Unit of Felipe Camarão Residential District and Unati (Open University of the Elderly); an interview was performed with 36 subjects. Data analysis was performed by Evoc 2000, SPSS/99, Graph Pad and Alceste softwares. The results demonstrate that the central nucleus of the social representations of tooth loss for the Live Together group emerged from the difficulty in eating categories, showing a relation between physiologic necessity, desire and pleasure from eating, not to mention the pain that resulted from justifying the tooth loss. Besides the central discourses, the following peripheral elements were gathered: difficulty in adapting to the prosthesis, treatment and difficulty in speaking. All of these categories, except the last, also comprised the class themes of the group interview. For the Unati group the central nucleus emerged from the socio-economic difficulties categories, demonstrating a narrow relation between poverty, access to health and education and esthetics, confirming in the discourse of common sense, the association between tooth loss and aging. At the margin of the central discourses was collected the peripheral element difficulty in adapting to the prosthesis, found both in the Live Together and Unati groups, which expresses the resistance of the subject to this new situation and the failure of the rehabilitation treatment in the sense of reviving the memory of their natural teeth. All of these categories also constitute the class themes of the of the group interview. Thus, through the study of the social representations, we can reveal a reality in the perspective of the social subjects, contemplating the multiple facets of the social-cultural reality experienced by these individuals

Habitus, representações sociais e construção identitária dos professores de Maracanaú

In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu’s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracanaú, state of Ceará, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group’s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room – during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school – a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracanaú’s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as “sacramental”. However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school

Representações sociais de professor partilhadas por licenciados a partir de imagens de professor

This investigation had the teacher as object of study, whose objective was to know and analyze the teacher‟s Social Representations (SR) shared by undergraduates, as from images of this professional (teachers´ photos of several levels and school systems). It was searched out the process of depreciation or estimation, in which the teaching profession has been passing, trying to catch, specifically, possible existing correlations among such SR and the reflections in the attitudes developed by these students about their own development and professional practice. The data collection was carried out at the Federal University of Piauí Teresina with 165 undergraduates (15 from each course). It was applied a semi-structured interview, mediated by iconographic grouping (SALES, 2000, 2007), outlining a methodological widening of the studies fulfilled by (ROAZZI, 1995). It was used the function Factor Analysis, available in the SPSS (Statistical Package for the Social Sciences) for the analysis of the quantitative data, and it was proceeded a content analysis through the categorical analysis technique (BARDIN, 1977) for the analytical procedures of the qualitative data. It was resorted to the SR theory (MOSCOVICI, 1978) for the data interpretation and the Theory of Signs (PEIRCE. 1995) in the understanding of the decodification processes of signs that were present in the photos worked. It became evident that the undergraduates perceived the teaching profession inserted in a hierarchical scale of values (positive/negative), directly related to the school system and the teaching level, in which the teacher works. Most undergraduates share teacher‟s SR of negative content, consolidating the hegemonic SR about the teacher‟s social depreciation, although some of them imagine themselves, in the future, inserted among the teachers more appraised, showing that the SR orientate the positive and negative attitudes about the teacher. The presence of SR that mobilize the interviewers‟ attitudes in opposite senses related to the teacher, offer evidence of the necessity of future studies that can use a methodology more focused to understand other motivation factors that the undergraduates give evidence of having to the course they have chosen, besides the ones inferred by the SR caught in this investigation, as well as to establish a correlation between the teacher‟s SR (positive and negative) and the social economic level of the interviewers that share them. Such data revealed itself necessary since the literature signalizes for a relation between the course chosen and the applicant‟s social-economic level, and that the applicants‟ objective conditions to the licenciature courses are related to the subjective hopes that their group supplies

Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA

For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions

Era um sonho desde criança : a representação social da docência para os professores do município de Queimadas-PB

The objective of this work was to access and understand the teaching social representation (MOSCOVICI, 2005) for the teachers of the children education and fundamental education at Queimadas city, Paraíba. We assume that one representation that allows the teacher to name its profession and to act on it, is a derivative of regularities that are expressed by means of a habitus (BOURDIEU, 1983a), generative matrix of perception and action. This teaching habitus is originated from the experiences and the trajectories of social and professional life of the group. Therefore, from some variables, we tried to access the profile of the group of teachers studied and to get closer of their life style to understand their profession choice and the teaching social representation for this group. In this research, it was used four data sources: a) the questionnaires of characterization; b) the questionnaires of practices and meanings; c) the experience reports and; d) the interviews in depth. The analysis of the data collected was done by means of the simple statistics (frequency), the intersection of variables through cross tables and, the thematic analysis of the contents. The results show that there is a lightly homogeneous group in terms of its social origin and its life style, moreover, they conduct to an overlap between this origin/style and the professional choice. On the other hand, the teacher representation is multi-dimensional such that, all dimensions intercept and articulate with each other to provide a concise teacher representation. They are four dimensions: love and care, help and donation, teaching and learning and, sacrifice and hope. The elements of the teacher representation are substantiated in the schemes of perception and appreciation of the group, in the regularities and life experiences in the context of religion, family, gender and profession. In these regularities we find the elements that comprise the teaching habitus which drives perception and action, representation and daily practice of these teachers. The teaching social representation is still perceived as a threshold for the professional identity of the group of teachers considered. We also observed that there are signs of changes in the practices used by these professionals since they graduate from the course of pedagogy. However, it is not possible to say that these changes are isolated or they lead to a transformation in the teaching habitus or the teaching social representation

Representações sociais de formação continuada: com a palavra as professoras do ensino fundamental da rede pública de Natal RN

Metaphorically, research is presented as a journey by sea, having as object of study the social representations of Continuing Education for teachers of elementary school and as aim, to analyze them in comparison of participants from state and municipal systems, located in Natal-RN, Brazil .They have contributed to the achievement of this objective the voices of 158 teachers, the vast literature on training in professional development and the theoretical formulations proposed by Moscovici and colleagues, with relevance to the Central Nucleus Theory advocated by Abric. The corpus resulting from evocations about continuing education, as well as teachers' justifications were submitted to different computer methods/techniques, through the EVOC ALCESTE Programs, respectively, providing the opportunity to highlight a network of interconnections between the likely core and the production of discourse. Although the educational ideologies that underlie social perception of the state teachers are anchored in New School and technicist concepts and the teachers in the city tend to an ideology of social interaction, the choice of working with the symbolic field identified the political-social commitment of groups with the impacts of training on learning of their students

Retratos, imagens, letras e numeros colados nas paredes:representaçãoes sociais de escola para ribeirinhos dos rios Môa e Azul - Acre

Remote Communities. Absence of artifacts and minimization of the exacerbated consumption of modernity. The desire which spread beyond what reality can provide. Expressions like this are present in this paper which focus in the social representations of school built by residents who live at the riversides of Môa and Azul Rivers, in Mâncio Lima, Acre State. To do so, we used the methodological contribution of the semi-structured interview, observation of the place while a natural inhabitant of the region, and also photos analyses of local reality. A key feature of the riverside homes is the glued paper on the walls of houses forming a panel set of portraits, pictures, letters and numbers for all appreciated. Regardless of whether or not read, there is admiration for the color of the images, the layout of the letters, and the things of the city awakening the desire to obtain school knowledge. The resident of this Amazon region maintains a close relationship between thinking, acting and feeling living harmonically with nature that connects them to the ideal landscape which is revisited by the graphic material that attracts wondering what exists beyond the shores of the river, beyond the horizon of green forests. It is a life entirely accomplished by the imaginary where exist a framed landscape merged and confused by the real and the supernatural, in which men and gods walk together by the forest, sailing by the rivers and seek a possible aesthetic between the real and ideal. The Theory of Social Representations spread by Serge Moscovici (2005) and Jodelet (2001) guided our gaze on the understanding what the school is and its representation to the riversides, as well to reveal the relation they practice with the knowledge that is spread by the mystification and the knowledge that is practice daily. Based in Bardin s thematic analysis (2004) we tried to raise such contents combining them in five analysis categories