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Previous issue date: 2011-04-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The aim of this study was to investigate the social representation of technological education
teachers at the Federal Technological Education Network. The survey was conducted from
2007 to 2010, and the respondents were 275 teachers, 135 of the Federal Center for
Technological Education (CEFET in portuguese) in the state of Amazonas, in Manaus unit
headquarters; 140 of the CEFET in the state of Rio Grande do Norte, a unit based in Natal.
We adopt the concept of technological education as the top level of professional education,
that is to say, the undergraduate programs of short duration called technological courses. The
Federal Technological Education Network gathers hundreds of related institutions,
coordinated and supervised by the Office of Vocational and Technological Education of the
Ministry of Education. Although many of these institutions offer courses in technology
education, no research addressing this subject from the perspective of Social Representations
Theory (SRT) was found in the literature. We seek to unravel the social representation of
technological education of the teachers by adopting the procedural approach of SRT. This is a
qualitative approach, focusing on significant aspects of the representative activity and the
formation mechanisms of the representation. Therefore, we search the socio-genesis of the
representation in the articulations between discourses, social institutions and practices. We
initiated the research through applying critical reading and an analytical perspective on the
historical and regulatory documents of technological education in Brazil, from the early
twentieth century to the present day. We adopt the Procedure for Multiple Classifications
(PMC) from the Free Words Association Technique (FWAT) to access the elements of
representational content. For the analysis of the data obtained with FWAT and selection of
major words / phrases pertinent to the semantic field of education technology, we used
Hamlet II software. For the data analysis of PMC and Free Classification (FC) we used the
SPSS ? (Statistical Package for the Social Sciences) version 17.0 and used the method of
multidimensional scaling - Multidimensional scaling - (MDS). The output from the central
MDS takes the form of a set of scatterplots - "perceptual maps" - of which the points are the
elements of the representational content. For the FC data analysis we used the Scalogram
Multidimensional Analysis (SMA) - which makes use of the original data in its raw form and
allows categorical data to be interpreted in the map as measures of (di)similarity. In order to
help with the understanding of the settings of the perceptual maps of FC, we used the Content
Analysis of the discourse fragments of the teachers interviewed. The results confirm our
initial hypothesis regarding the presence of a single plot among the socio-cognitive study
subjects, which is the basis for a social representation of technological education in line with
the historic assumption of the dichotomy between mental and manual labor. In spite of the
three merging representational elements of the representational content, the perceptual maps
compiled from the MSA statistics corroborates the dichotomy, with the exception of the map
relating to the subgroup of teachers belonging to the humanities / O objetivo deste trabalho foi pesquisar a representa??o social de educa??o tecnol?gica dos
docentes da Rede Federal de Educa??o Profissional e Tecnol?gica (RFEPT). A pesquisa foi
desenvolvida de (2007) a (2010), da qual participaram 275 docentes, sendo 135 do Centro
Federal de Educa??o Tecnol?gica (CEFET) do estado do Amazonas, unidade sede em
Manaus e 140 do CEFET do estado do Rio Grande do Norte, unidade sede em Natal.
Adotamos a concep??o de educa??o tecnol?gica como sendo o n?vel superior da modalidade
Educa??o Profissional, ou seja, os cursos superiores de curta dura??o denominados
tecnol?gicos ou cursos de Tecnologia. A RFEPT congrega centenas de institui??es
vinculadas, coordenadas e supervisionadas pela Secretaria de Educa??o Profissional e
Tecnol?gica (SETEC) do Minist?rio da Educa??o (MEC). Apesar de muitas destas
institui??es ministrarem cursos de educa??o tecnol?gica n?o encontramos nenhuma pesquisa
que abordasse tal objeto sob a ?tica da Teoria das Representa??es Sociais (TRS). Buscamos
desvendar a representa??o social de educa??o tecnol?gica dos docentes adotando a abordagem
processual da TRS. Tal abordagem se caracteriza por um enfoque qualitativo, centrado nos
aspectos significantes da atividade representativa e nos mecanismos de forma??o da
representa??o. Assim, procuramos conhecer a s?cio g?nese da representa??o, nas articula??es
entre discursos, institui??es e pr?ticas sociais. Iniciamos a pesquisa atrav?s da leitura cr?tica e
de uma perspectiva anal?tica sobre documentos hist?ricos e normativos da educa??o
profissional e tecnol?gica brasileira, do in?cio do s?culo XX at? os dias atuais. Adotamos o
Procedimento de Classifica??es M?ltiplas (PCM) a partir da T?cnica de Associa??o Livre de
Palavras (TALP) para acessar os elementos do conte?do representacional. Para an?lise dos
dados da TALP e sele??o das principais palavras/express?es do campo sem?ntico relativo ?
educa??o tecnol?gica utilizamos o software Hamlet II. Para an?lise dos dados do PCM,
Classifica??o Livre (CL) fizemos uso do SPSS? (Statistical Package for the Social Sciences)
vers?o 17.0 e utilizamos o m?todo de an?lise de escalonamento multidimensional -
Multidimensional scaling - (MDS). A sa?da (output) do MDS central toma a forma de um
conjunto de gr?ficos de dispers?o - "mapas perceptuais" -, nos quais os pontos s?o os
elementos do conte?do representacional. Para an?lise dos dados da classifica??o livre
utilizamos o m?todo escalonar multidimensional - MSA (Multidimensional Scalogram
Analysis) - que faz uso dos dados originais em sua forma bruta e possibilita que os dados
categ?ricos sejam interpretados no mapa como medidas de (di)similaridade. Para auxiliar a
compreens?o das configura??es dos mapas perceptuais da CL utilizamos a An?lise de
Conte?do dos fragmentos de discurso dos docentes entrevistados. Os resultados encontrados
confirmam nossa hip?tese inicial quanto ? presen?a de uma mesma trama s?cio-cognitiva
entre os sujeitos pesquisados, que serve de base a uma representa??o social de educa??o
tecnol?gica alinhada ao hist?rico pressuposto da dicotomia entre trabalho intelectual e
trabalho manual. Apesar dos tr?s elementos representacionais aglutinadores dos conte?dos
representacionais, os mapas perceptuais elaborados a partir das estat?sticas MSA explicitam a
citada dicotomia, com exce??o para o mapa referente ao subgrupo de docentes com forma??o
na ?rea de ci?ncias humanas
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/18315 |
| Date | 25 April 2011 |
| Creators | Souza, Evaldo Roberto de |
| Contributors | CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Lira, Andr? Augusto Diniz, CPF:02234433444, http://lattes.cnpq.br/8891017471432810, Melo, Marileide Maria de, CPF:04402014468, http://lattes.cnpq.br/9221161063153417, Domingos Sobrinho, Mois?s, CPF:10809520478, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796872P4, Andrade, Jo?o Maria Valen?a de, CPF:28262441400, http://lattes.cnpq.br/0350305925407630, Carvalho, Maria do Ros?rio de F?tima de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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