Au cours du 20ème siècle de nouveaux enjeux sont apparus sur les espaces littoraux. En février 2010, les ravages causés par la tempête Xynthia ont provoqué un renforcement des réglementations relevant de la gestion des risques côtiers. La tâche des gestionnaires locaux a évolué en conséquence. Il leur incombe aujourd'hui d'intégrer ces réglementations dans leur gestion quotidienne. Ils sont donc amenés à s'intéresser aux populations concernées et, plus précisément, à leur représentation de leur cadre de vie ainsi qu'à leur compréhension des risques côtiers. Notre étude s'intéresse à la représentations du cadre de vie d'individus qui résident sur un espace « à risque ». Plus précisément, nous nous intéressons à la place que peuvent avoir les risques côtiers dans cette représentation. Initialement, nous supposions que la représentation des risques dépend de facteurs sociaux et environnementaux spécifiques. Nous avons ainsi émis des hypothèses et les avons soumises à plusieurs études qualitatives ainsi qu'à un questionnaire. Ces analyses confirment que la représentation des risques dépend de la manière dont les individus appréhendent et utilisent l'espace concerné, et plus précisément de ses dimensions spatiotemporelle, sociale et attitudinale. / During the 20th century, new stakes appeared on coastal areas. Moreover in february 2010, the devastation caused by the storm Xynthia has effected a strengthening of coastal risk management policies. The workload of local managers has evolved consequently. Now they have to integrate risks management into daily operations. This implies an interest in populations. Most especially on representations of their environment and translation of coastal risks. Our survey is studying representation of environment from people who live on coastal areas. Most especially the place of coastal risks in those representation. Our starting point is that the représentation of coastal risks belongs to specific environmental and social factors. With this in mind, we made assumptions which have been subjected to several qualitative surveys and a questionnaire. Those analyses confirmed that representation of coastal risks depend from the way in which they grasp and use their environment. Most espacially it depend from spatio-temporal, social and attitudinal dimension of the at risk area.

[pt] O presente estudo tem como objetivo entender a dinâmica de consumo de um grupo de jovens meninas de classe alta da Zona Sul do Rio de Janeiro. A partir de uma pesquisa de inspiração etnográfica buscou-se construir a rede de valores do grupo para assim dar sentido às práticas das informantes. O consumo é aqui interpretado como forma de comunicação social e analisado a partir de uma perspectiva informacional. Nesse sentido, observou-se que aquilo que, a partir dos estudos antropológicos de Roberto DaMatta, se convencionou chamar de dilema brasileiro também se processa no fenômeno do consumo. Isto é, assim como deveríamos enxergar na cultura brasileira a convivência de valores relacionais com uma ideologia moderna e individualista, na dinâmica de consumo do grupo também vemos duas dimensões: uma coletiva, que busca através do consumo reforçar os laços afetivos; e outra mais individualizada, onde o fenômeno tem como objetivo a construção de representações de identidade singulares. Enquanto numa dinâmica são os valores tradicionais e as redes de afeto que imperam, na outra o indivíduo é entregue aos seus próprios devaneios sobre o mundo e sobre si mesmo. O consumo do grupo brasileiro estudado se caracteriza então não por uma ou outra noção, mas pela mistura, pela relação entre valores modernos e tradicionais. / [en] The aim of this work is to understand the consumption dynamics among a group of young upper class girls from the south region of Rio de Janeiro, Brazil. An ethnographic survey sought to build the network of values of the group in order to give meaning to their practices. Consumption is interpreted in this work as a form of social communication and analyzed from an informational perspective. In this sense, it was observed that the phenomenon called Brazilian dilemma by the anthropologist Roberto DaMatta to refer to national celebrations, also takes place in the consumption practices. We are able to observe a connection between two contrasting values in the Brazilian culture: tradition and a modern, individualist ideology. In the consumption dynamics we are also able to see both sides: a collective one, which happens to reinforce the affective connections between people, and an individualistic one, which ensures a singular identity representation for the person. While in one case, the group values dominate, in the other, the individual surrenders himself to his own daydreamings. Therefore, the consumption of this Brazilian group characterizes itself not by one or another dimension but by a mixture, by the relation between tradition and modern values.

Cette thèse aborde l’évolution de la famille dans le contexte africain en général et en République du Cameroun en particulier à travers le handicap. La famille ne peut plus gérer le handicap dans la sphère privée. Le changement structurel constaté au travers des aspirations et des représentations sociales des acteurs sur la gestion du handicap suscite des réformes institutionnelles. Ainsi, le handicap de par ses aspirations crée une dynamique sociale permettant alors la cohabitation et la coexistence des deux systèmes de prise en charge à savoir : « tradition et modernité ». L’on voit la famille transférer la problématique du handicap de la sphère privée à la sphère publique qu’est l’État. L’analyse situationnelle réalisée dans les dix régions du Cameroun a permis de comprendre la mise en œuvre des pratiques sociales pour l’autonomie et l’épanouissement des personnes handicapées. Ainsi, la gestion de la prise en charge des personnes handicapées introduit un processus de modernisation. Des contradictions et des ambivalences observées traduisent par ailleurs la complexité qui engendre un type de contemporanéité. La construction sociale de l’État laisse à croire que celui-ci ne peut pas gérer le handicap sans la collaboration des familles. La famille devient donc un partenaire de l’État dans le traitement social de la personne handicapée. Cette recherche mène à comprendre comment la famille en tant qu’institution de socialisation et vecteur de cohésion sociale traduit la complexité de sa réalité sociale pour susciter des transformations sociales au travers de la prise en charge des personnes handicapées. / This thesis in general approaches the evolution of the family in the African context and in Republic of Cameroun in particular through the handicap. The family cannot manage the handicap in the private sphere any more. The structural change noted through the aspirations and of the social representations of the actors on the management of the handicap causes institutional reforms. Thus, the handicap from its aspirations creates a social dynamics then allowing the cohabitation and the coexistence of the two systems of assumption of responsibility knowing: “tradition and modernity”. One sees the family transferring the problems from the handicap of the sphere deprived to the public sphere which is the State. The situational analysis carried out in the ten regional areas of Cameroun made it possible to understand the implementation of the social practices for the autonomy and the blooming of the handicapped people. Thus, the management of the assumption of responsibility of the handicapped people introduces a process of modernization. Contradictions and ambivalences observed in addition translate the complexity which generates a type of contemporaneity. The social construction of the State leaves believe that this one cannot manage the handicap without the collaboration of the families. The family thus becomes a partner of the State in the social treatment of the handicapped person. This research undertakes to understand how the family as an institution of socialization and vector of social cohesion translates the complexity of her social reality to cause social transformations through the assumption of responsibility of the handicapped people.

Les difficultés rencontrées par les populations immigrées sont le reflet exacerbé des inégalités sociales subies par les autres usagers dans les domaines de l’emploi, du logement, de la précarité… ; mais, en outre, du fait même de la migration, de profondes mutations sont vécues au sein de la sphère familiale avec une recomposition des rôles et des statuts, une nouvelle conception de l’autorité…. Soumises à rude épreuve, les relations intergénérationnelles et conjugales génèrent notamment des crises familiales pour lesquelles les institutions sont sollicitées. Aux difficultés de toute intervention sociale auprès des familles s’ajoutent, dans ces situations conflictuelles, des éléments liés à la diversité culturelle et à l’intégration, deux termes qui entretiennent un rapport ambigu et font l’objet de débats dans la société française.Bien que le mandat et les missions des assistants de service social s’inscrivent dans un cadre institutionnel et une éthique commune, les modes d’intervention en contexte migratoire sont multiples et divers, marqués par un style personnel de penser et d’agir, oscillant entre les deux pôles de l’"universel" et du "particulier". En étant chargés par les institutions d’accompagner les immigrés dans le processus d’intégration, les professionnels sont, bien entendu, porteurs de représentations sociales qui les amènent à agir de telle façon plutôt que de telle autre, au nom de certaines valeurs.Dans ces situations de crises intrafamiliales, la présence de l’altérité, de valeurs et de modèles culturels différents, révèle le « soi professionnel » des praticiens et fait émerger leurs représentations des conduites des immigrés. Ces représentations révèlent ainsi leurs systèmes de valeurs et les préjugés, leurs affects, de même que les attributions de sens et les jugements qui interpellent le fondement même de leurs rôles professionnels. Les représentations sociales remplissent une véritable fonction d’orientation des pratiques tout en exerçant une fonction identitaire en déterminant comment un groupe social donné se perçoit et perçoit les autres groupes avec lesquels il est en interaction.L’étude de la relation entre la perception des conduites sociales et culturelles des immigrés et les pratiques des Assistants de Service Social est au cœur de notre travail de recherche. La thèse vise à déterminer les différentes représentations en présence, les facteurs liés à leur émergence et leur rôle dans le choix du mode d’intervention. / Social disparities endured by social service users are exaggerated when encountered by immigrants: in employment, accommodation, precariousness… Besides, as a result of the migration itself, family spheres experience deep transformations through the re-composition of roles and status, through a new conception of authority. Relations between generations or inside the couple are put to the test, and sometimes generate family crisis for which institutions can be solicited. Any social intervention implies difficulties, but in addition to those conflicting situations in families, other elements must be considered, which are connected to cultural diversity and integration – both ambiguous terms that are very controversial in French society.Social workers’ mandate and missions belong to common institution and ethic, but the ways of intervention in a migratory context are multiple and diverse. They are the result of personal methods of thinking and doing, fluctuating between the ‘universal’ and the ‘particular’. Professionals are in charge of helping immigrants throughout the process of integration, and have of course their own social representations that lead to act one way or another, for the sake of certain values.In those situations of internal family crisis, otherness and cultural and value models bring the practitioner’s ‘professional self’ to the light and reveal his/her representation about the immigrants’ behaviour; value system and prejudice, affects, interpretations and judgements put a question to the very foundation of their professional roles. Social representations orientate practices and also fulfill an identity function by determining how a certain group conceive of themselves and of groups they interact with.The study of the relation between the immigrants’ social and cultural behaviour and the Social Workers’s practices is the central point of this research. The dissertation aims to determine the different representations at stake, how they come out and influence the mode of intervention.

La littérature a souligné à quel point la mobilisation collective des professionnels dans le sens de la performance de leur organisation pose question. En effet, les auteurs sont partagés sur la compatibilité entre engagement envers l’organisation et engagement envers la profession. Cette thèse cherche à comprendre la mobilisation collective des professionnels envers la performance de leur organisation, en interrogeant leur représentation sociale de la performance organisationnelle. Notre étude interroge les enseignants-chercheurs des universités françaises, confrontés depuis plusieurs années à d’importantes réformes, qui ont mis en place un management basé sur la performance. Des logiques managériales ont alors pris place aux cotés des logiques professionnelles pré-existantes. Les résultats révèlent que les enseignants-chercheurs ont une représentation largement partagée de la performance de l’université, mais deux groupes s’opposent : un premier groupe, majoritaire, est favorable au concept de performance, et un deuxième groupe, minoritaire est défavorable. Dès lors, quatre profils de mobilisation collective émergent, révélant ainsi des hybridations identitaires distinctes. Ainsi, l’identité professionnelle des enseignants-chercheurs évolue. Ils s’identifient davantage à leur établissement et intègrent ses besoins. Toutefois, des résultats émergents soulignent que ces quatre profils de mobilisation sont plus ou moins soutenus par une forte mobilisation au service public et que les profils les plus mobilisés ont un besoin fort de reconnaissance organisationnelle / Literature emphasized how much the professional’s collective mobilization towards the performance of their organization is problematic. In fact, the authors have divided opinions about the compatibility between the professional commitment and the organizational commitment. This thesis seeks to understand the professional’s collective mobilization to their organization performance by asking the social representation of the organizational performance. Our study of quantitative and exploratory nature question the academics of the French University who are facing, since previous years, significant reforms which implemented a management approach based on the performance. Therefore, the managerial logics took a place beside the prevailing professional logics. The results reveal that the academics defined the performance of the university as being the scientific publications and the student’s integration into the workplace. In the face of this representation widely shared about the performance of the university, two opposing groups: the first one, the majority group, is favourable to the concept of the performance, and the second one, in the minority, is unfavourable. From then on, four different profiles of collective mobilization emerge from the results, thus, revealing different identity hybridizations. So, the academics’ professional identity evolves. They identify more to their institution and integrate its needs. However, the emerging results stress, on one hand, that these four mobilization profiles are, more and less, supported by a strong Public Service Motivation. On the other hand, the most mobilized profiles need a high organizational support

Esta pesquisa teve como objetivo principal estudar como se dá a utilização da imagem pelos professores de História do ensino básico em escolas públicas da região central da cidade de São Paulo, por meio da análise do discurso dos professores. Utilizou-se, para esse fim, de uma metodologia de inspiração etnográfica e de outros referenciais para compreender a dinâmica da sala de aula e o discurso dos professores à luz da teoria das representações sociais desenvolvida por Roger Chartier e Serge Moscovici. Por meio dessa teoria procurou-se compreender como o professor de História do Ensino Básico lida com as imagens na sala de aula: se ele permite aos alunos lê-las, compreendê-las e interpretá-las. Para o desenvolvimento desse trabalho foram utilizadas as reproduções das obras de Pedro Américo e Victor Meirelles, artistas referenciais da época do II Império brasileiro, que estão na base da construção de uma identidade nacional e que estão presentes na maioria dos livros didáticos de história do Ensino Fundamental. / This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School. This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School.

A loucura teve sua representação elaborada historicamente e significada no contexto científico enquanto doença mental, possibilitando uma semiótica médica do diagnóstico, prognóstico e plano de tratamento. Diante disso, nesta pesquisa colocou-se o discurso sobre a doença mental no centro das investigações sobre os processos de interpretação e subjetivação, de sujeitos profissionais que lidam cotidianamente com o fenômeno. Nesse sentido, este trabalho objetivou investigar as representações sociais de profissionais de um serviço público de saúde mental sobre a doença mental, fundamentada no método de análise das representações sociais, segundo Moscovici (1978, 2004), Jodelet (2005a) e Jovchelovitch (1998). O contexto estudado foi um Centro de Atenção Psicossocial III no município de Ribeirão Preto, Brasil. É sabido que as representações de saúde e doença influenciam os paradigmas envolvidos nas práticas de diagnóstico e tratamento. Os procedimentos de coleta de dados contemplaram a observação participante e, a realização de entrevistas em profundidade, com roteiro temático. A escolha dos sujeitos (n=10) procurou contemplar a heterogeneidade do grupo estudado. As entrevistas foram analisadas de acordo com a técnica da análise de conteúdo (Bardin, 1979) e organizadas em categorias temáticas. Os resultados apontaram que as representações sociais dos profissionais foram construídas através da relação com os pares e a incorporação de novos conhecimentos. A doença mental permaneceu romantizada até o contato profissional com pacientes. A etiologia da doença mais aceita pelos profissionais foi a interacionista biopsicossocial. O discurso destes se diferencia dos leigos quanto às causas e melhores formas de tratamento, sendo que estas são idealizadas. As representações sociais dos profissionais compreendem a doença mental como algo imprevisível, incapacitante e permanente, sendo objetivada na imagem do deficiente como incapaz. Observou-se também que o paradigma psicossocial alimenta o discurso dos profissionais de saúde, mas ainda é um desafio para estes na prática. / The madness had its representation developed historically and signified in a scientific context as a mental illness, enabling medical semiotics of diagnosis, prognosis and treatment. Therefore, this research put this speech on mental illness at the center of investigations into the processes of interpretation and subjectivity of subject professionals who labor daily with the phenomenon. Therefore, this study aimed to investigate the social representations of professionals from a public mental health service about mental illness, based on the method of analysis of social representations, according to Moscovici (1978, 2004), Jodelet (2005a) and Jovchelovitch (1998). The context studied was a Centro de Atenção Psicossocial III in Ribeirão Preto, Brazil. It is well known that health and ilness influence paradigms involved in diagnosis and treatment practices. Data acquisition was made by observations and in-depth interviews. The subjects (n=10) were chosen in order to guarantee the heterogeneity of the group The interviews were analyzed according to the technique of content analysis (Bardin, 1979) and organized into thematic categories. Data analysis pointed that professional´s social representations were built by relationship with their peers and incorporation of new knowledges. Mental illness remained romanticized to the professional until it´s contact with patients. The etiology of the disease more accepted by professionals was the biopsychosocial interactional. Their vision regarding the causes and treatment of mental illness are different from ordinary people, but it remains idealized. The social representation of professionals comprehends mental illness as something unpredictable, disabling and permanent, objectified in the image of the poor and helpless. It was also observed that the psychosocial paradigm feeds the speech of health professionals, but it is still a challenge for these in practice.

O objetivo deste trabalho foi identificar as Representações Sociais dos profissionais enfermeiros, expressas nas situações em que a sexualidade do doente mental constitui um fato evidente, nas instituições prestadoras de assistência psiquiátrica. O recurso técnico-metodológico foi construído a partir das contribuições dos procedimentos projetivos, denominado Técnica de Investigação em Situações Cotidianas - T.S.C. O instrumento foi composto de dezesseis pranchas contendo reproduções gráficas da atuação cotidiana desse profissional, das quais utilizou-se somente seis, para a análise da sexualidade do doente mental. Dezessete enfermeiros que trabalham em hospital psiquiátrico de Ribeirão Preto fazem parte da amostra. Através de sua manifestação discursiva, verificou-se que o profissional enfermeiro nega a sexualidade do doente mental, circunscrevendo-a ao rol dos desvios, transgressões e doença (entre outros), na medida que para ele constituem de fato atos ilegítimos. Ao negar, adota uma posição de afastamento, em atitude ora repressiva, ora não repressiva e/ou defensiva. Tal posicionamento revela a estratégia adotada sobre esse saber e poder, na qual cumpre as determinações do seu estatuto profissional e vai de encontro às expectativas institucionais e sociais. / The objective of this research was to identify the Social Representations of Nursing professionals expressed in situations in which the sexuality of mental sick person makes up a visible fact, in psychiatric assistance institutions. The technical-methodological resourage was built up from contributions of projective procedures, called Investigation Technique in Daily Situations - I.T.D.S.. The instrument was composed by sixteen boards containing graphic reproductions of aily action of this professional from which it was selected only six boards to analyze the mental sick person?s sexuality. Seventeen nurses who work in psychiatric hospital in Ribeirão Preto composed the sample. Through their discursive manifestation we can know their Social Representations showring that they denies the mental sick person?s sexuality, restraining it as a deviation, misbehavior and a disease (among others), while it constitutes, in fact, a real illicit act. Doing this, they assume a position of distance, either reprehensive or non-reprehensive and/or defensive. This position reveals an adopted strategy about this knowledge and power, in which it fulfills the determinations of this professional code and then, meets the institucional and social expectations.

O estudo teve como objetivo analisar as confluências de sentido presentes nas falas dos profissionais das equipes técnicas que atuam nas creches da USP acerca do cuidado à criança. O referencial adotado foi a Teoria das Representações Sociais. O estudo abrangeu as cinco unidades das creches da USP - três unidades em São Paulo, uma unidade em São Carlos e uma unidade em Ribeirão Preto. Foram entrevistados trinta e dois profissionais. As entrevistas foram gravadas e o conteúdo das falas foi transcrito na íntegra e submetido à análise temáticocategorial proposta por Bardin. As categorias foram transformadas em variáveis e processadas pelo software Classification Hiérarchique Classificatoire et Cohésitive (CHIC®), que gerou árvores hierárquicas de similaridade e vetores de força associativa entre as variáveis analisadas. Foram constituídas trinta e quatro unidades de significação, sendo dezoito compartilhadas por pelo menos metade do total das categorias entrevistadas. Foi possível identificar cinco unidades de significação consensualmente partilhadas pelo total das categorias: (a) ações de cuidado promovendo o desenvolvimento da autonomia da criança; (b) o binômio cuidar-educar; (c) o reconhecimento das necessidades ou demandas individuais de cada criança; (d) cuidar do espaço onde o profissional está zelando pelo bem-estar e segurança da criança; e (e) o reconhecimento do valor da equipe de profissionais que busca satisfazer as diferentes necessidades da criança. O reposicionamento dinâmico das unidades de significação nas sessenta e uma relações hierarquizadas sugere que cada categoria contribui de forma heterogênea enquanto forma de salientar particularidades acerca de suas concepções nos diferentes cuidados que a criança demanda. Foi possível encontrar unidades de significação presentes na interface de saberes ligados à saúde e à educação no total de profissionais entrevistados, o que parece indicar que as representações do cuidar de crianças nas creches da USP para os profissionais das equipes técnicas advêm tanto da apropriação que os profissionais relatam sobre as ações de cuidado ancoradas no saber disciplinar e significação das vivências com a criança, como pelo que é consensualmente compartilhado na instituição em que a representação do cuidado é objetivada pelo campo epistêmico da Educação / The study sought to analyze the convergence of meanings present in the speech of professional technical staff working with children in the daycare centers of USP. The benchmark used was the Social Representation Theory. The study included the universitys five daycare units three of them in São Paulo, one each in the cities of São Carlos and Ribeirão Preto. Thirty-two professionals were interviewed. The interviews were recorded and were transcribed in their entirety and the content of the discourse subjected to the thematiccategorical analysis proposed by Bardin. The categories were transformed into variables and processed by the Classification Hiérarchique Classificatoire et Cohésitive (CHIC®) software, that generated a hierarchical tree of similarity and associative force vectors between the variables analyzed. Thirty-five units of meaning, eighteen of which were shared by at least half of all the categories surveyed, were established. It was possible to identify five units of meaning consensually shared by all of the categories: (a) care actions promoting the development of the childs autonomy; (b) the binomial care-education; (c) recognition of the childs individual needs or desires; (d) care and safety of the place where the professional is caring for the childrens welfare and safety; and (e) the recognition of the value of the professional team which seeks to satisfy the childrens various needs. The dynamic repositioning of the units of meaning into sixty-one hierarchical relationships suggests that each category makes a specific contribution in such a way as to emphasize its particular views on child care. All the professional categories present common units of meaning regarding the interface of the knowledge related to health and education, which indicates that the professional technical staffs representations of caring for children arise from the appropriation that professionals report of the actions of care grounded in their specific technical knowledge and the significance of their experiences with the children. This conclusion is widely shared in the institution where the care is regarded as the objectified representations of the epistemological field of Education

A Educação para a Carreira é compreendida, neste estudo, como um esforço do sistema educativo e de toda a comunidade para inserir nos conteúdos escolares atividades destinadas a ajudar os alunos a: (1) estabelecerem relações entre os conteúdos das disciplinas e as exigências de diferentes ocupações/profissões; (2) fazerem do trabalho, como esforço contínuo, consciente, remunerado ou não, dirigido a produzir benefícios socialmente aceitáveis para si mesmo e/ou para os outros, uma parte significativa do seu estilo de vida e (3) adquirirem competências-chave para um positivo desenvolvimento da carreira. Este estudo, de caráter exploratório, de natureza quanti-qualitativa, teve como objetivos compreender as representações sociais de professores do ensino fundamental e médio sobre a Preparação para o Trabalho no contexto da educação básica e, a partir das representações sociais, sugerir subsídios para a elaboração de Programas de Educação para a Carreira no contexto educacional brasileiro. Os participantes foram 77 professores de três escolas, duas particulares e uma pública, de uma cidade de porte médio de Minas Gerais. O grupo focal foi a técnica utilizada para obtenção dos dados, precedido de uma atividade de evocação de palavras com o termo-disparador Preparação para o Trabalho. Os dados foram tratados pelos softwares EVOC-2000 e NVivo 8 e submetidos à análise de conteúdo temática. Os resultados evidenciaram que os professores concebem a Preparação para o Trabalho como preparação para a tomada de decisão da carreira. Na base desta concepção estão as representações sociais do trabalho como ganha-pão, do profissional bem preparado como: o apaixonado pelo que faz, de vocação como algo que vem do coração e da Preparação para o Trabalho como maneira abrir o leque de possibilidades de carreiras. Tais concepções se ancoram nos ideais liberalistas, de igualdade de oportunidades e liberdade de escolha e na concepção da Orientação Vocacional tradicionalmente voltada para a adequação do indivíduo às exigências profissionais. Os professores referem conversas com seus alunos sobre atitudes e habilidades necessárias ao trabalho e questões relativas à escolha profissional, evidenciando a importância da sistematização de tais intervenções. Conclui-se que há possibilidades legais e necessidades de inserção da Educação para a Carreira no sistema educacional brasileiro, pois ela contempla, com seu enfoque educativo, a possibilidade de abranger um número expressivo de crianças e jovens, atualmente desprovidos de intervenções que o ajudem a articular educação, trabalho e carreira fundamentada no princípio de orientação ao longo da vida. Assim, se concebe, neste estudo, a inserção da Educação para a Carreira no sistema educativo, de forma infusiva, aditiva ou mista, objetivando a preparação dos jovens para um engajamento democrático, ativo e crítico em todos os aspectos da sua vida. Isto pode contribuir para o crescimento pessoal e, ao mesmo tempo, que colaborem para a construção de uma sociedade mais justa e inclusiva. / Career Education is considered in this study the effort of both the educational system and the community to include in schools syllabuses activities aimed to help students to (1) establish relationships among the curses content and the requirements of different occupations; (2) consider their work, whether it is paid or not, a continuous and conscious effort, focused on producing socially acceptable benefits for themselves and/or others and a significant part of their lives and (3) acquire key competencies for career development. This quantitative-qualitative exploratory study aimed to understand the social representations of primary and secondary schools teachers concerning Preparation for Work programs in the primary and secondary school context and, based on these representations, make suggestions for Career Programs in the Brazilian educational system. Participants were 77 teachers from three schools, two private and one public, in a mid-sized city in Minas Gerais, Brazil. Data were collected through focus groups preceded by a free-word association activity triggered by Preparation for Work. Data were processed by the software EVOC 2000 and NVivo8 and analyzed according to thematic content analysis. The results showed that the teachers consider Preparation for Work to be a preparation for career choice. Underpinning this idea are social representations of work such as earning a living, of competent worker as someone who is in love with what s/he does, of vocation as something that comes from the heart, and Preparation for Work as a way of expanding the range of potential careers. These concepts are anchored on liberal ideals, such as individualism, equality of opportunities and freedom of choice, and the concept of Career Guidance traditionally focused on fitting individuals to meet career demands. The teachers reported talks with their students concerning work attitudes and skills and issues related to career decision-making, which points to the importance of systematizing teachers interventions. We conclude that there are legal possibilities and the need to include Career Education in the Brazilian educational system. It would reach a great number of currently unsupported students, helping them to articulate education, work and career based on the principle of guidance throughout life. Therefore, we advocate the inclusion of Career education in the Brazilian educational system as an infusive, additional or mixed strategy, aiming at preparing students for an active and critical democratic engagement with all aspects of their lives, enabling their individual growth and, at the same time, enabling them to collaborate to the construction of a more inclusive and fair society.