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Previous issue date: 2008-03-30 / 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, Para?ba. 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 / O objetivo desse trabalho foi acessar e compreender a representa??o social (MOSCOVICI, 2005) da doc?ncia para os professores da educa??o infantil e do ensino fundamental do munic?pio de Queimadas na Para?ba. Partimos do princ?pio de que essa representa??o que permite ao professor nomear a sua profiss?o e agir em rela??o a ela, ? produto de regularidades que se expressam na forma de um habitus (BOURDIEU,
1983a), matriz geradora de percep??o e de a??o. Que esse habitus professoral tem suas ra?zes nas experi?ncias e trajet?rias de vida social e profissional do grupo. Assim, a
partir de algumas vari?veis procuramos acessar o perfil do professorado pesquisado e nos aproximar do seu estilo de vida para compreender suas escolhas pela profiss?o e a representa??o social do ser professor para esse grupo. Nesta pesquisa foram usadas quatro fontes de dados: a) Os Question?rios de Caracteriza??o; b) os Question?rios de
Pr?ticas e Significados; c) os Relatos de Experi?ncia e; d) as Entrevistas em Profundidade. A an?lise do material coletado foi feita atrav?s da estat?stica simples (freq??ncia), do cruzamento de vari?veis atrav?s de tabelas cruzadas e da an?lise
tem?tica de conte?do. Os resultados apontam para a exist?ncia de um grupo relativamente homog?neo no que diz respeito ? sua origem social e ao estilo de vida e para uma imbrica??o entre essa origem e esse estilo e a escolha da profiss?o. A
representa??o do ser professor, por seu lado, se apresenta de maneira multidimensional. Quatro dimens?es se entrecruzam e se articulam para fornecer ao professor uma representa??o coerente desse ser: as dimens?es do amor e do cuidado, da ajuda e da doa??o, do ensinar/aprender e do sacrif?cio e da esperan?a. Os elementos dessa representa??o est?o ancorados nos esquemas de percep??o e aprecia??o do grupo, nas
regularidades e nas experi?ncias de vida religiosa, familiar, de g?nero e profissional. Nestas regularidades encontramos os elementos que comp?em o habitus professoral que
orienta percep??o e a??o, representa??o e pr?tica cotidiana desses professores. A representa??o social do ser professor aparece ainda como elemento balizador da identidade profissional do grupo de professores. Encontramos tamb?m, ind?cios de mudan?as nas pr?ticas desses profissionais desde que conclu?ram o Curso de Pedagogia. N?o sabemos, entretanto, se tais mudan?as s?o apenas pontuais ou apontam para ind?cios de uma transforma??o do habitus professoral ou da representa??o social do ser professor
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14245 |
| Date | 30 March 2008 |
| Creators | Campos, Jameson Ramos |
| Contributors | CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Santiago, Maria Eliete, CPF:05375738449, http://lattes.cnpq.br/6348134383110052, Domingos Sobrinho, Mois?s, CPF:10809520478, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796872P4, Carvalho, Maria do Ros?rio de F?tima de, CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Andrade, ?rika dos Reis Gusm?o 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/masterThesis |
| 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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