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Previous issue date: 2014-02-21 / The aim of this study was to analyze the social representation of the sensible among teachers of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, attempting to identify its constituents and understand the dynamics that gives functionality to your organization. The study is significant considering that the professional conduct can not be delineated in its complexity without unraveling the social representations that teachers themselves have of their being and doing professional. The theoretical and methodological framework of the research is the theory of social representation. 107 teachers from various backgrounds participated. To collect the data were used as instruments : a questionnaire listing, which subsidizes the characterization of the subjects , the TALP - technique of free association of words ( ABRIC , 1994) , the PCM - Procedure for Multiple Ratings ( ROAZZI , 1995) ; questionnaire redemption of sensitive memories of the subjects in their school experiences of childhood , adolescence, youth and teaching practice . The PCM data, in which the slogan was directed at rating Give class, were submitted to multidimensional statistical analysis. Already TALP was analyzed by EVOC 2000 software, the profile questionnaire received descriptive statistical analysis and the memories received the questionnaire analysis of thematic content, Bardin (2004). Taken together, the results point to a social representation of sensitive teaching (the game, the fun, the touch, the smile, the relaxation) are not in the classroom. The sensitive pure still fits in school, but only in the courtyard, on the playground, in the intervals, therefore, outside of space-time class, playful perch that lives in each of us is totally strange to this world of the classroom . After doing the Approximation of ideas , we realized three discourses evident in the reports of teachers : the discourse of Numbness in which we perceive the distance of the teacher in relation to sensitive component as a facilitator in the learning process , the discourse of Feeling , in which we can discern small approximation to the sensitive dialogues and proposed in this study , the speech of reflection in which teachers analyze, evaluate and establish a discourse on the importance of education in sensitive , but not actualize in their teaching practice / O objetivo deste estudo foi analisar a representa??o social do sens?vel entre docentes do Instituto Federal de Educa??o, Ci?ncias e Tecnologia do Rio Grande do Norte, buscando identificar seus elementos constituintes e compreender a din?mica que d? funcionalidade ? sua organiza??o. O estudo ? significativo se considerarmos que as condutas profissionais n?o podem ser delineadas em sua complexidade sem se desvendar as representa??es sociais que os pr?prios professores t?m do seu ser e fazer profissional. A refer?ncia te?rico-metodol?gica da pesquisa ? a teoria das representa??es sociais. Participaram 107 professores de diversas ?reas de conhecimento. Para a coleta dos dados foram utilizados como instrumentos: um question?rio perfil, que subsidia a caracteriza??o dos sujeitos; a TALP- t?cnica de associa??o livre de palavras (ABRIC, 1994); o PCM- Procedimento de Classifica??es M?ltiplas (ROAZZI, 1995); question?rio de resgate das mem?rias sens?veis dos sujeitos nas suas viv?ncias escolares da inf?ncia, adolesc?ncia, juventude e pr?tica docente. Os dados do PCM, no qual a palavra de ordem na classifica??o dirigida foi Dar aula, foram submetidos a an?lises estat?sticas multidimensionais. J? a TALP foi analisada pelo software EVOC 2000; o question?rio perfil recebeu an?lises estat?sticas descritivas e o question?rio de mem?rias recebeu a an?lise de conte?do do tipo tem?tica, segundo Bardin (2004). Em seu conjunto, os resultados apontam para uma representa??o social de que doc?ncia sens?vel (a brincadeira, a divers?o, o tocar, o sorrir, a descontra??o) n?o ? inerente a sala de aula. O sens?vel puro ainda cabe na escola, mas s? no p?tio, no recreio, nos intervalos, ou seja, fora do espa?o-tempo da aula, pois o l?dico que mora em cada um de n?s ? totalmente estranho a esse mundo de sala de aula. Ap?s fazermos a aproxima??o das ideias, percebemos tr?s discursos evidentes nos relatos dos docentes: o discurso da Dorm?ncia, no qual percebemos o distanciamento do docente em rela??o ao sens?vel, como componente facilitador no processo de aprendizagem; o discurso do Sentir, no qual conseguimos perceber uma pequena aproxima??o com o sens?vel dialogado e proposto neste estudo; o Discurso da Reflex?o, no qual os docentes analisam, avaliam e estabelecem um discurso sobre a import?ncia do sens?vel na educa??o, mas n?o o efetivam em sua pr?tica docente
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14474 |
| Date | 21 February 2014 |
| Creators | Chagas, Kadydja Karla Nascimento |
| Contributors | CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Pires, Edmilson Ferreira, CPF:08599572415, http://lattes.cnpq.br/4163129273132129, Melo, Elda Silva do Nascimento, CPF:93881118420, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779910U0, Andrade, ?rika dos Reis Gusm?o de, CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Sales, Luis Carlos, CPF:13176188315, http://lattes.cnpq.br/3467660796249780, Lima, Rita de C?ssia Pereira, CPF:06327623816, http://lattes.cnpq.br/4292907705126288, 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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