Made available in DSpace on 2014-12-17T14:36:25Z (GMT). No. of bitstreams: 1 NormaPLS_TESE.pdf: 3212877 bytes, checksum: 0774d5dd8c676203679301363b1ee59e (MD5) Previous issue date: 2012-12-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study intends to analyze the social representation of teaching for students of first years of undergraduate courses in Education, Letters and Biology. The field of this research was the Federal University of Piaui - Campus of Picos in 2009. To reach the objective proposed above, was used the theory of social representations to the seizure of the elements which constitute such representations according to Moscovici and colleagues, considering the contribution of Abric with his Theory of Central Nucleus and Wagner with the Theory of Sociogenesis. Data were collected in two phases: first, through the Technique of Free Association of Words (TFAW) of which 100 subjects evoked representations of their teaching through the inductor terms 'to teach', 'student' and 'teacher'. For those data we used the EVOC software that promoted to detect the elements of the core and to conclude that the social representation of teaching is one of the work performed by a master / teacher who transmits, directed to an apprentice who learns, confined to the school involving the student with all his virtues to be smart, interested and dedicated, and teacher to be friend, wise bearer of knowledge and also intelligent. Then, using the Multiple Classification Procedure (MCP) only 10 subjects made ratings of 25 more evoked words in the first phase, for the analysis of data from the MPC with the use of the SPSS software we used Multidimensional Statistical Analysis (MSA) for the Free Classification we found three dimensions of Social Representation of Teaching: The Didactic, that focuses on teacher and student being superimposed, meaning the inseparability of these elements, the Affective, which presents the elements inherent in teachers with love as the strong point of this dimension, and the Formative, that is as ambiguous as ambivalent because it sees the teacher as a professional directed to help students get an education; for Directed Classification with Similarity Structure Analysis (SSA), we learn that teaching is a profession that materializes in the classroom, which is extremely true because the action happens in this teaching space, supposing a caring, loving, cheerful, capable, apt, patient, partner, responsible, dedicated, committed educator, who has wisdom and knows how to teach and help students through dialogue to there study and learning. All of it s necessary to occur the result of teaching, which is education in a disciplinary manner. The results point to a very traditional social representation of what is the role of teachers, the role of students and the role of the relationship itself between teaching and learning through the act of teaching. With this statement, we can confirm that the structure of Social Representation of Teaching for the investigated subjects reflects the sociogenetic conditions that engendered them, and that these conditions permeate their structural organization, in particular time-context in which social representation was captured / O objetivo desse estudo consiste em analisar a representa??o social de doc?ncia para os estudantes dos primeiros anos dos cursos de Licenciatura em Pedagogia, Letras e Biologia. O campo dessa pesquisa ? a Universidade Federal do Piau? Campus de Picos, no ano de 2009. Para o atendimento do objetivo acima proposto foi utilizada a Teoria das Representa??es Sociais, para que assim se apreendessem os elementos constitutivos de tais representa??es, conforme Moscovici e colaboradores. Tomou-se por base tamb?m a contribui??o de Abric, com sua Teoria do N?cleo Central, e Wagner, com a Teoria da Sociog?nese. Os dados foram coletados em duas fases: inicialmente atrav?s da T?cnica de Associa??o Livre de Palavras (TALP); depois, por meio do Procedimento de Classifica??o M?ltipla (PCM). Na primeira fase, 100 sujeitos evocaram suas representa??es de doc?ncia por meio dos termos indutores dar aula , aluno e professor . Para o tratamento desses dados utilizamos o software EVOC, que permitiu a detec??o dos elementos do n?cleo central e a conclus?o de que a Representa??o Social de Doc?ncia ? a de um trabalho executado por um mestre/educador que transmite, direcionado a um aprendiz que aprende, circunscrito ? escola, envolvendo o aluno e professor, com todas as suas virtudes: para o primeiro, as de ser inteligente, interessado e dedicado e, para o segundo, as de ser amigo, s?bio, portador de conhecimento e tamb?m inteligente. J? na segunda fase, apenas 10 sujeitos fizeram as classifica??es das 25 palavras mais evocadas na primeira. Para a an?lise dos dados do PCM, com o aux?lio do software SPSS, fizemos An?lise Estat?stica Multidimensional (MSA), para a Classifica??o Livre e constatamos tr?s dimens?es da Representa??o Social de Doc?ncia: a Did?tica, cujos focos s?o educador e aluno, sendo que estes dados, estando sobrepostos, significam a indissociabilidade desses elementos; a Afetiva, que apresenta elementos inerentes ao docente, sendo que o amor constitui o ponto forte dessa dimens?o; e a Formativa, que, ao mesmo tempo, ? amb?gua e ambivalente, porque, nesta dimens?o, o professor ? um profissional vocacionado que tem a responsabilidade de ajudar o aluno a obter educa??o. Para a Classifica??o Dirigida procedemos ? An?lise da Estrutura de Similitude (SSA), pela qual apreendemos que a doc?ncia ? uma profiss?o que se materializa na sala de aula, o que ? extremamente verdadeiro porque a a??o docente acontece nesse espa?o, pressupondo um educador atencioso, amoroso, alegre, capacitado, vocacionado, paciente, companheiro, respons?vel, dedicado e compromissado, que tenha sabedoria e saiba ensinar e ajudar o aluno atrav?s do di?logo para que haja estudo e aprendizado. Tudo isso se faz necess?rio para que ocorra o resultado da doc?ncia, que ? a educa??o de forma disciplinar. Os resultados apontam para uma representa??o social bem tradicional do que seja o papel docente, o papel discente e da pr?pria rela??o de ensinar e aprender por meio do ato de dar aula. Reside nesta assertiva a confirma??o de que a estrutura da Representa??o Social de Doc?ncia, para os sujeitos investigados, espelha as condi??es sociogen?ticas que as engendraram, e que estas permeiam sua organiza??o estrutural, no determinado momento-contexto em que a representa??o social foi captada