Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-23T18:16:14Z No. of bitstreams: 1 2012 - Kleberson Pierre Cardoso de Jesus.pdf: 3751156 bytes, checksum: 0c424f9d847fa286d1ed6d5c84dbf1b6 (MD5) / Made available in DSpace on 2018-10-23T18:16:14Z (GMT). No. of bitstreams: 1 2012 - Kleberson Pierre Cardoso de Jesus.pdf: 3751156 bytes, checksum: 0c424f9d847fa286d1ed6d5c84dbf1b6 (MD5) Previous issue date: 2012-09-23 / This study here presented was accomplished with the fishermen involved in PROEJA FIC in IFMT Caceres campus, in order to raise the social representations of transformations arising from schooling. As subjects respondents were 63 students who participated in the survey in January 2013.This study aimed to identify and analyze social representations of two different moments of life of those subjects, using two instigating issues for this verification: What were the difficulties in life and work before entering the PROEJA FIC Fishing? What were the changes found in life and work after entering PROEJA FIC Fishing? It was used the technique of ALP as instruments of collecting data and thus the subjects evoked five words that were hierarchical and categorized for processing in software EVOC. It can thereby gather the corpus of social thought of the fishermen students. It was also presented the route of professional education and education of young people and adults in Brazil, registering the historic brands of exclusion of those workers in the educational process. Thus, shone through the worth and the importance of PROEJA FIC as historic achievement of the working class. For analysis, was elected as a theoretical foundation the Theory of Social Representations, by Serge Moscovici, having as a complement to the Central Nucleus Theory by Jean-Claude Abric, by the extraction capacity of the consensus of social thought. In the first question, it was ascertained the representation of the students difficulties due to the lack of the education, and from this is possible to find the appearing of the categories Qualification and Citizenship with attributes reading, work, learn and study. The appearing of these elements, in difficulties, leads to the understanding that these issues are absent and necessary in subject's lives. Living in a society where the work an essential element, it can not be admitted that the conditions for access to this right are curtailed the weakest layers, since these prerogatives are constitutional guarantees. There for, it can be observed that the difficulties presented are obstacles for the processing of the subjects' qualification, and this prevented them from the practical exercise of their citizenship. In other words, the lack of education, denied right, prevented the qualification and this is what allows improvement of work. On the other hand, the implantation of PROEJA FIC remounts the reparation of a debt and modifies the life of the subjects. In regard to the changes, it can be verified the appearing of learning, reading and writing, as elements of the central nucleus, synthesized in the categories Qualification and Autonomy. This result of evocations indicates that the PROEJA FIC contemplated the needs of qualification and autonomy of the fishermen. And so characterizes the verifiable transformations in the evocations and statements: changes in the relation of the subject with the nature, the conquest of traits of autonomy and independence, the access of new knowledge and the emergence of school as space of interaction that improves the interpersonal relationships. This all confirms the importance of PROEJA FIC as a tool for inclusion, and the research contributes to reclaim the perennial of supply and the consolidation of the program to serve as a public policy for the layers and vulnerable communities. / Apresenta-se o estudo realizado com os pescadores part?cipes do PROEJA FIC, no IFMT Campus C?ceres, com o intuito de levantar as representa??es sociais das transforma??es decorrentes da escolariza??o. Totalizam-se como sujeitos respondentes: 63 estudantes, que participaram da pesquisa no m?s de janeiro de 2013. Objetivou-se identificar e analisar as representa??es sociais de dois momentos distintos da vida dos sujeitos, utilizando duas quest?es instigadoras para essa verifica??o: Quais as dificuldades na vida e no trabalho antes do ingresso no PROEJA FIC Pesca? E quais as mudan?as encontradas na vida e no trabalho ap?s o ingresso no PROEJA FIC Pesca?Utilizou-se a t?cnica de ALP como instrumento de coleta, e assim os sujeitos evocaram cinco palavras que foram hierarquizadas e categorizadas para processamento no software EVOC. Assim, p?de-se reunir o corpus do pensamento social dos estudantes pescadores. Apresentou-se ainda o percurso da educa??o profissional e da educa??o de jovens e adultos no Brasil, registrando as marcas hist?ricas da exclus?o dos trabalhadores do processo educacional. Com isso, destacou-se o valor e a import?ncia do PROEJA FIC como conquista hist?rica da classe trabalhadora. Para a an?lise, elegeu-se como fundamento te?rico a Teoria das Representa??es Sociais, de Serge Moscovici, tendo como complemento a Teoria do N?cleo Central de Jean-Claude Abric, pela capacidade de extra??o do consenso do pensamento social. No primeiro questionamento verificou-se a representa??o das dificuldades dos estudantes pela falta de escolaridade, e a partir disso foi poss?vel encontrar o comparecimento das categorias Qualifica??o e Cidadania com os atributos leitura, trabalho, aprender e estudar. O comparecimento desses elementos, nas dificuldades, nos conduzem ao entendimento de que essas quest?es s?o qualidades ausentes e necess?rias na vida dos sujeitos. Se se vive em uma sociedade em que o trabalho ? um elemento fundante, n?o se pode admitir que as condi??es para o acesso a esse direito sejam cerceadas das camadas mais fragilizadas, j? que essas prerrogativas constituem-se garantias constitucionais. Assim, observa-se que as dificuldades apresentadas obstaculizavam o processo de qualifica??o dos sujeitos, e isso lhes impedia o exerc?cio pr?tico de sua cidadania. Ou seja, a falta de escolaridade, direito negado, impedia a qualifica??o e esta ? que possibilita o aperfei?oamento do trabalho. De outro lado, implanta??o do PROEJA FIC remonta a repara??o de uma d?vida e modifica a vida desses sujeitos. No tangente ?s mudan?as, verifica-se o comparecimento dos atributos aprender, leitura e escrever, como elementos do n?cleo central, sintetizados nas categorias Qualifica??o e Autonomia. Esse resultado das evoca??es indica que o PROEJA FIC contemplou as necessidades de qualifica??o e autonomia dos pescadores. E, assim, caracterizam-se as transforma??es verific?veis nas evoca??es e nos depoimentos: mudan?as na rela??o dos sujeitos com a natureza, a conquista de tra?os de autonomia e independ?ncia, o acesso a novos conhecimentos e o surgimento da escola como espa?o de intera??o que melhora as rela??es interpessoais. Isso tudo ratifica a import?ncia do PROEJA FIC como instrumento de inclus?o, e a pesquisa contribui para reivindicar a perenidade da oferta e a consolida??o do programa como pol?tica p?blica para atendimento das camadas vulner?veis e de comunidades tradicionais.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-31T19:45:31Z No. of bitstreams: 1 2013 - Marcos Reges Reis Ribeiro.pdf: 2273676 bytes, checksum: 0a11cba2f0213d1e10d59ebeeea16f64 (MD5) / Made available in DSpace on 2018-10-31T19:45:31Z (GMT). No. of bitstreams: 1 2013 - Marcos Reges Reis Ribeiro.pdf: 2273676 bytes, checksum: 0a11cba2f0213d1e10d59ebeeea16f64 (MD5) Previous issue date: 2013-02-05 / The insertion of the Principle of Efficiency in the Federal Constitution by Constitutional Amendment No. 19/1998, became a legal requirement for efficiency in public administration in Brazil, which became a model for formally oriented management. This research aims to identify, through the use of free evocations technical, social representations of the management of the Instituto Federal do Maranh?o ? Campi S?o Lu?s - Maracan? and Cod? about efficiency in the management of public schools of the Federal Network. The research was conducted among a universe of 73 (seventy-three) of these managers Campi. The theoretical framework on which this research was supported was Social Representation Theory, of Serge Moscovici, and its complementary approach, the Central Nucleus Theory, developed by Jean-Claude Abric. The free evocations were analyzed by the technique of frame construction of four houses, after using the software EVOC 2003 ?, which sued the combination of the frequency of recall of each word and its order of evocation. The results of this research show how the core elements of social representations of managers, the words: commitment, accountability, transparency and ethics. The word dedication represented the first periphery. The words training, commitment, planning, organization and quality formed the third quadrant, where are the contrasting elements of representation. And the words: agility, punctuality and respect formed the Periphery Second of the representation. Through this research, it was also possible to identify the profile of managers and their opinions on various aspects related to the efficient management of public education. / A inser??o do Princ?pio da Efici?ncia na Constitui??o Federal, por meio da Emenda Constitucional n? 19/1998, transformou em exig?ncia legal a efici?ncia na gest?o p?blica do Brasil, que passou a ser formalmente orientada para um modelo gerencial. Esta pesquisa teve por objetivo conhecer, por meio do uso t?cnica de evoca??es livres, as representa??es sociais dos gestores do Instituto Federal do Maranh?o ? Campi S?o Lu?s ? Maracan? e Cod? acerca efici?ncia na gest?o da escola p?blica da Rede Federal. A pesquisa foi realizada junto a um universo de 73 (setenta e tr?s) gestores dos Campi. O referencial te?rico sobre o qual se apoiou esta pesquisa foi a Teoria das Representa??es Sociais, de Serge Moscovici, e a sua abordagem complementar, a Teoria do N?cleo Central, desenvolvida por Jean-Claude Abric. As evoca??es livres foram analisadas por meio da t?cnica de constru??o do quadro de quatro casas, ap?s o uso do software EVOC 2003?, que processou a combina??o entre a frequ?ncia de evoca??o de cada palavra e a sua ordem de evoca??o. Os resultados desta pesquisa apontaram como elementos centrais das representa??es sociais dos gestores, os termos: compromisso, responsabilidade, transpar?ncia e ?tica. A primeira periferia foi representada pela palavra dedica??o. As palavras capacita??o, comprometimento, organiza??o, planejamento e qualidade constitu?ram o terceiro quadrante, onde se localizam os elementos de contraste da representa??o. E as palavras agilidade, pontualidade e respeito formaram a Segunda Periferia da representa??o. Por meio desta pesquisa, foi poss?vel ainda identificar o perfil dos gestores e suas opini?es acerca de v?rios aspectos relacionados ? efici?ncia na gest?o de institui??es p?blicas de ensino.

Um aspecto promissor das pesquisas mais recentes sobre formação docente é a atenção que vem sendo dirigida ao professor. Dentro desse quadro, o presente trabalho tem como especificidade o interesse em investigar a identidade de futuros professores, em um curso de formação inicial. Reconhecemos a caracterização do perfil do licenciando como importante na problemática que envolve o próprio curso, sobretudo pela intenção de contemplar, também, a dimensão sócio-cultural destes alunos. Nesse sentido, buscamos apoio e fundamentação teórica nos estudos de P. Bourdieu e nas pesquisas sobre representações sociais. Partimos da hipótese de que as representações de ciência/física/educação/perfil profissional do professor evoluem, se modificam e se articulam, no espaço de alguns anos, como parte do processo de formação inicial, resultado das interações e ações que o aluno da licenciatura vivencia. Investigar alguns elementos desse processo é o objetivo central do presente trabalho. Trata-se de um estudo de caso, envolvendo alunos do Curso de Licenciatura em Física do IFUSP, privilegiando representações do ser professor e da visão de ciência. Foram analisados, através de diferentes estratégias, três momentos do curso - o ingresso, o percurso e as condições de conclusão/evasão. Nossos resultados indicam que os ingressantes, em comparação com outras carreiras da USP, apresentam alta mobilidade educacional intergeracional e capital cultural mais limitado. Quanto às suas expectativas em relação à futura profissão, muitos não desejam exercê-la, sendo que essa fração aumenta ao longo do curso. Por outro lado, o curso tem um impacto positivo sobre os alunos, promovendo transformações de suas concepções de ciência e de suas representações sobre ser professor. Esses resultados apontam para a necessidade de promover um contínuo processo de discussão sobre a construção da identidade profissional do professor, ao longo do curso, para além do trabalho desenvolvido localmente nas disciplinas. / In recent years, more attention is being directed to teacher professional identity. In this context, we intend to investigate the identities of students during a physics teacher education university course. We consider that aspects like these must be inherent to the planning and developing of own undergraduate courses, especially considering social and culture context. With this purpose, we search for support on Bourdieu ideas and on social representation theories. To accomplish this intention, we developed a case study, taking as an object the Physics Teaching Course of the University of São Paulo. Special attention was directed to student representations about teacher profiles and their science conceptions, as well as to their expectation towards future profession practices. Three moments of the students formation were analyzed, through different approaches, including admission, trajectories and graduation (or not), searching for possible evolutions of their ideas about being teacher and studying Physics. Our results indicate that these students present very peculiar social characteristics and cultural capital baggage, as compare to other students in graduate courses at the same university. Most of them don\'t want to be teachers and their expectations toward future professional are restricted, decreasing along the advancing of the course. On the other hand, it seems clear that the course actions and design impact positively on their comprehensions about being teacher, withdrawing from technical professional profiles towards a more reflexive one. The same thing happens with science conceptions, the course promoting a more critical approach. It could be said that student identity shows a dual perspective, bounding through difficulties and successes. From these results, it came out that it must be very important that teacher identity should be explicit discussed in different times through their formation, aiming its clear and conscious course of construction along the time.

[pt] O abuso sexual praticado contra crianças é um crime hediondo que nos remete a uma história de dominação e poder do mais forte contra o mais fraco, e do adulto contra a criança, sejam eles familiares ou estranhos. Atualmente essa questão vem mobilizando autoridades governamentais, profissionais de saúde, de educação e a sociedade, através da mídia, da criação de leis, de campanhas educativas e da academia. Muitos embates têm sido travados visando encontrar as melhores alternativas para o enfrentamento do problema. Com base na noção de que a representação social contém um caráter prático e operacional, voltado para a ação, o presente estudo teve dois objetivos centrais: primeiro, identificar as representações sociais dos responsáveis por crianças vítimas de abuso sexual acerca dos agressores, dos profissionais e dos serviços de atenção à criança vítima de abuso sexual; e segundo, entender como essas representações influenciam a resolutividade dos casos atendidos.Conclui-se que a adesão ao tratamento, primeira condição para a resolutividade, é fortemente influenciada pelas representações sociais dos responsáveis, em particular aquelas relativas à função desempenhada pelas autoridades e à figura do autor do abuso sexual. O estudo mostra ainda que os responsáveis fazem circular essas representações, mas se ressentem do fato de nem sempre elas serem ouvidas, o que demonstra a necessidade de estabelecer uma escuta diferenciada que valorize e compreenda suas representações sociais como fatores determinantes no sucesso do acompanhamento e adesão ao tratamento. Apoiar, sustentar e valorizar a fala dos responsáveis, dar voz a estas representações e frustrações, é pois fundamental para construir ações efetivas na trajetória de enfrentamento da questão de modo a contribuir na resolutividade dos casos de abuso sexual. / [en] Sexual abuse practised against children is a hideous crime which reminds us to a history of domination from the strongest to the weakest, from adults against children; being their relatives or unknown people. Nowadays, this question has been mobilizing governmental authorities, educational and health professionals and society as a whole through educational marketing campaigns, academic institutions, and also the criation of new legislation. Battles have been battled in order to find better alternatives to face this problem.Based on the idea that social representation contains a practical and operational character, which is focused on the action, this study had two principal objectives: Firstly, to identify the social representations from people who are in charge for children who are victms of sexual abuse, in relation to the their aggressors; representations from all the professionals involved and also from children protection programs. Secondly, to understand how these social representations influence the sexual abuse cases solutions.We conclude that the treatment adherence, which is the first condition towards the solution, is strongly influenced by parent social representations. Particularly, those ones related to the function represented by authorities and by the sexual abuse author figure. The study still shows that responsibles make to circulate these representations, although they feel resentful about the fact they are not always listened to. It demonstrates the necessity of establishing a differencial listening service, which understands and makes valuable their social representations as determining facts for the treatment adherence, its accompanying and success. Supporting and sustaining in order to become worthy these responsible clamours, as well as giving the right importance to their representations and frustrations. Therefore, these attitudes are fundamental to build effective actions during the jouney to face this question, in order to contribute to the sexual abuse cases solutions.

Le concept de stress s’est imposé comme un objet de la pensée scientifique, qui connaît depuis de nombreuses années un grand succès de vulgarisation auprès du grand public, devenant ainsi un objet de la pensée du sens commun. C’est cet objet dans le cadre du travail, que nous avons étudier dans une recherche exploratoire, à l’aide d’un questionnaire que nous avons élaboré, dans une approche psychosociale et des représentations sociales, dont le but est d’explorer l’existence de représentations sociales du stress au travail dans l’entreprise, de ses variations en fonction du sexe, à la fois dans et par la dynamique des relations hiérarchiques qui structurent l’entreprise (comparaison ascendante et horizontale) dans un contexte normal et de substitution, également d’explorer l’existence de valeurs sociales du stress au travail ainsi que des pratiques considérées comme pouvant être les plus efficaces pour faire face au stress au travail, et également des effets psychologiques en fonction des dimensions au MBI. Les résultats que nous présentons ici laisseraient apparaître l’existence d’un champ organisé de représentations du stress au travail et également de l’existence de rapports symboliques entre les statuts hiérarchiques et entre hommes et femmes. / The concept of stress has become an object of scientific thought, which for many years has been a popular success with the general public. So stress has become an object of common sense thinking. It is this object within the framework of the work, that we have studied in an exploratory research using a questionnaire that we have elaborated, in a psychosocial approach and Social Representations which purpose is to explore the existence of Social Representations of workplace stress in the workplace, of its variations according to sex, both in and part of the dynamics of the hierarchical relations that structure the company (upward and horizontal comparison) in a normal and substitution context, also to explore the existence of social values of work stress as well as practices considered to be most effective in coping with work-related stress, and also psychological effects according to MBI dimensions. The results we present here would reveal the existence of an organized field of representations of stress at work and also the existence of symbolic relationships between hierarchical statuses and between men and women.

<p>In Western society, food is debated and in various ways contested. Social science research has described various cultural imperatives related to food and choices of diet, that raises questions about how people understand issues of food and eating in their everyday lives. The aim of this study is to explore everyday notions of food and eating in urban Sweden. Drawing on social representations theory, qualitative interviews were carried out with fifteen men and women about their experiences and understandings of food and eating, also using a photo-elicitation method where visual material from cookery books and dietary advice were used as a point of departure for the interview conversation.</p><p>The interviewees categorize food into different sorts, such as ‘ordinary food’, ‘modern food’, ‘dangerous food’, ‘healthy food’, ‘ethic food’ and ‘festive food’, that are ascribed a meaning in relation to different arenas in time and space, for instance childhood, and related to health values as well as ethical and aesthetic values. Food is also discussed as different diets, such as mixed or vegetarian, and patterns of eating, which are in turn related to risk, health and the body. The analysis thus reveal notions about what food is and how we should eat, notions that are characterised by internal tensions and contradictions such as discipline contra pleasure, societal norms contra personal interests, everyday life contra ideals. These ‘fields of tension’ are analysed as a cultural repertoire of identity-positions. Finally, these results are discussed in terms of risk and opportunities, where the reflexive human being is depicted as able to both incorporate food imperatives and to challenge these imperatives in a process of striving for bodily and mental balance.</p>

In Western society, food is debated and in various ways contested. Social science research has described various cultural imperatives related to food and choices of diet, that raises questions about how people understand issues of food and eating in their everyday lives. The aim of this study is to explore everyday notions of food and eating in urban Sweden. Drawing on social representations theory, qualitative interviews were carried out with fifteen men and women about their experiences and understandings of food and eating, also using a photo-elicitation method where visual material from cookery books and dietary advice were used as a point of departure for the interview conversation. The interviewees categorize food into different sorts, such as ‘ordinary food’, ‘modern food’, ‘dangerous food’, ‘healthy food’, ‘ethic food’ and ‘festive food’, that are ascribed a meaning in relation to different arenas in time and space, for instance childhood, and related to health values as well as ethical and aesthetic values. Food is also discussed as different diets, such as mixed or vegetarian, and patterns of eating, which are in turn related to risk, health and the body. The analysis thus reveal notions about what food is and how we should eat, notions that are characterised by internal tensions and contradictions such as discipline contra pleasure, societal norms contra personal interests, everyday life contra ideals. These ‘fields of tension’ are analysed as a cultural repertoire of identity-positions. Finally, these results are discussed in terms of risk and opportunities, where the reflexive human being is depicted as able to both incorporate food imperatives and to challenge these imperatives in a process of striving for bodily and mental balance.

The main aim of this study was to reveal the prevailing social representations of European Union. In order to fulfill the aim, first a semi-structured interview was conducted to 13 demographically different individuals and the content analysis of the interviews revealed five categories namely, Turkey&rsquo / s membership to EU, Problems of Turkey, Structure of EU, EU as Disadvantageous and EU as Advantageous. Second, in order to examine the media representation of EU, three newspapers representing different political views were qualitatively analyzed and the dimensions of EU as a must, EU as a threat, and EU as difficult were exposed. Finally, according to the thematic units and categories generated from the qualitative analyses / a &ldquo / Social Representations of EU&rdquo / scale was formed and applied to 243 university students. Four sub-scales, namely EU membership is disadvantageous, EU membership is advantageous, religious and cultural threats and EU membership is difficult were extracted from the scale with the reliability coefficients varying from .61 to .88. In order to investigate whether the different factors of social representations of EU are differing on particular dimensions as political view, exposure to media, newspapers read or SES levels, variance analyses were performed. On the other hand, for answering the question of whether the representations of EU could be predicted from life expectations, perceived political agenda or individual dimensions multiple regression analyses were held. Significant differences were found in EU membership is disadvantageous representation in terms of university (Gazi University-METU), gender, and political views of newspapers read. EU membership is advantageous representation differed along the levels of gender and newspapers read. Religious and cultural threats were to be differed along the levels of university, gender, political view, newspapers read and exposure to media. Finally significant differences in EU as difficult representation was found in terms of the ideology of the newspapers read. Feelings toward EU and evaluation of the membership dimensions were found to contribute to the prediction of EU as disadvantageous, EU as advantageous, religious and cultural threats, and EU as difficult representations. Moreover, religious and cultural threats representation is significantly predicted from political view and media exposure.

The fall of Communism in 1989 presented a unique opportunity for social psychology to contribute to the understanding of these historic events. Through the framework of the theory of social representations, lay meanings and understanding of terms such as ‘democracy’, ‘the individual’ and ‘the community’ were examined in Slovakia and in Scotland. Lay representations of complex concepts are likely to be formed, maintained and changed by both implicit and explicit processes. Some features of representations may be deep-seated and transmitted across generations and across cultures, relatively resistant to change. Others are shaped by already existing thinking schemata and reflect more current social practices. Questions asked where, what were the effects of 40 years of Soviet totalitarianism on the meaning of these terms in Slovakia compared to Scotland, a stable democracy. What aspects of meaning are shared, what aspects vary and reflect the specific political, economic and social histories of these two nations. Data were collected over various phases from 1992 to 1996. The primary methods used were word associations and the rating of single terms through the use of various rating scales. Some interview data were also used. Results indicate that aspects of the meaning of democracy was relatively stable and shared between Slovaks and Scots. For both samples, democracy was conceived primarily in relation to freedom and to value terms such as rights, justice and equality. Compared to the Scottish sample, the meaning of democracy in the Slovaks revealed a highly emotive aspect which reflected the inter-relationship between the current political and social climate with that of their more recent past. For meanings attached to the terms ‘the individual’ and ‘the community’, results varied depending on the method. Conceived of as separate terms, the overall content of meaning of both ‘the individual’ and ‘the community’ were not largely shared by the Slovaks and Scots, lending some support to the dominant view that Soviet totalitarianism destroyed or distorted naturally occurring communities. Taking a more holistic approach and viewing the individual/community as a relational whole, shared aspects of meaning could be identified which were more deep-seated and enduring over histories and cultures, other aspects, in Slovaks, reflected more their recent past. These results are discussed in terms of a structural approach to social representations, which emphasis both stability and change in how meaning is formed, maintained and changed, as well as the multi-layered nature of meaning.

This study examines the social representations of Thailand’s tourism development and related social impact, as perceived by respondents from Bangkok, Thailand. Employing social representations theory (SRT) and social exchange theory (SET), this study adopts qualitative methods to obtain respondents’ representations of tourism development in Bangkok. For the study, forty in-depth interviews and four focus-group interviews were conducted with respondents who were either involved or not involved in the tourism industry. The two main issues considered were, firstly, the determination of the concepts used to perceive tourism development and its social impact among Thai people and, secondly, how social exchanges affected these perceptions. The research suggests that there are four clusters of respondents who share common perceptions and certain socio-economic characteristics. Cluster one: respondents in this cluster are highly involved in tourism and are mostly of high socio-economic status. They share perceptions of Thailand’s tourism development as moving slowly forward, but hampered by red-tape management and bureaucratic problems. This cluster views economic impact in a positive light, especially with regard to the country’s increased revenue, and they perceive of culture as a tourism product. This group viewed environmental impact as a global problem and they mostly expressed the view that the tourism industry has a social responsibility to reduce the causes of pollution. Cluster two: respondents in this cluster are not involved in tourism and have a high socio-economic status. They perceive tourism development as having both positive and negative aspects. Economic impacts were represented both positively, in terms of national revenues and job creation, and negatively, in terms of fostering a materialistic society. Generally, this cluster views the social impact of tourism more negatively. Cluster three: respondents in this cluster are in mid-level-management positions in industries both involved and not involved in the tourism industry. They perceive tourism development in both positive and negative terms. They have favourable views of the economic impact of tourism and view Thai culture as a tourism product. Some respondents in this cluster are concerned about the environmental impact of tourism. Cluster four: respondents in this cluster have a low socio-economic status and include those involved and not involved in the tourism industry. This cluster perceived tourism development in positive terms. They predominantly viewed tourism development as a way to modernise society. This study also found six factors that affect individuals’ social representations of tourism development and social impact: personal benefits, socio-economic background, cultural values, personal traits, and socially derived and direct experiences. Of these, four were intrinsic factors—personal traits, direct experiences, individual benefits, and socio-economic backgrounds. The remaining two - socially derived and cultural values - were extrinsic factors. This study found that extrinsic factors are the main sources of individual representations and lead to hegemonic social representations. The significance and contribution of this research lies in two categories—theoretical and practical. From the theoretical angle, this research makes a number of contributions to the body of knowledge of social representation and social exchange. In terms of a practical contribution, these results can assist the Thai government to review the issues raised and ultimately provide more effective management.