Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T21:05:23Z
No. of bitstreams: 1
DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T20:48:03Z (GMT) No. of bitstreams: 1
DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) / Made available in DSpace on 2017-11-24T20:48:03Z (GMT). No. of bitstreams: 1
DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5)
Previous issue date: 2017-07-17 / Objetiva-se analisar as representa??es sociais sobre o psic?logo para os estudantes de Psicologia da Universidade Federal de Alagoas/Unidade Educacional de Palmeira dos ?ndios. Tem como cen?rio o atual contexto de expans?o da Psicologia no que tange ? diversifica??o de pr?ticas e de p?blicos e a expans?o das universidades p?blicas federais, o que ampliou notadamente a inser??o de estudantes de diferentes regi?es nessas institui??es. Com fundamento te?rico-metodol?gico na Teoria das Representa??es Sociais, trata-se de um estudo que analisa as representa??es sociais em um contexto de forma??o profissional, o que implica enfocar os movimentos representacionais, as rela??es dial?gicas e tensionamentos entre os saberes, al?m de sua s?cio g?nese (MARKOV?, 2006; MOSCOVICI, 2005; WAGNER, 2000). Assim, parte-se de uma epistemologia dial?gica de representa??es sociais, que s?o compreendidas como um conhecimento social formado a partir da dialogicidade, da din?mica e da historicidade (MARKOV?, 2006). Diante disso, o estudo est? ancorado nas diretrizes da pesquisa qualitativa e contou com a reuni?o de tr?s procedimentos metodol?gicos: a an?lise documental, a T?cnica de Associa??o Livre de Palavras e o grupo focal. O primeiro dedicou-se ? an?lise do Projeto Pedag?gico do referido curso atrav?s da estrat?gia descrita em Seixas et al. (2013). J? o segundo, foi realizado com 169 estudantes distribu?dos pelos cinco anos de Psicologia, o que corresponde ?s cinco turmas devido ao ingresso no curso ser anual. Os participantes evocaram palavras a partir da audi??o do termo ?psic?logo?, sendo tais evoca??es analisadas por meio da t?cnica de an?lise de conte?do do tipo tem?tica (BARDIN, 2004). O grupo focal, por seu turno, teve a participa??o de doze discentes de todas as turmas do curso ao longo de cinco encontros. Tais momentos foram videogravados e as conversa??es transcritas e analisadas atrav?s da t?cnica de an?lise de conte?do, com foco na unidade de registro do tipo referente (BARDIN, 2004). Os resultados foram analisados de modo complementar e integrado e sinalizaram uma representa??o social sobre o psic?logo centrada no desenho cl?nico tradicional, por?m, o processo formativo em que est?o imersos os estudantes, com tensionamentos de saberes e com o contexto de forma??o em Psicologia no interior vem propiciando abertura ? presen?a de outros tra?os a esse desenho, provocando movimenta??es nas representa??es em tela. Desse modo, conclui-se com o destaque ? necess?ria compreens?o de que o processo formativo tem um car?ter polif?sico, no sentido das rela??es entre saberes distintos, o que deve ser observado e colocado em di?logo ao longo da forma??o. / The objective of this study is to analyze the social representations of the psychologist for the Psychology students of the Federal University of Alagoas / Educational Unit of Palmeira dos ?ndios. It has as a scenario the current context of expansion of Psychology regarding the diversification of practice, public and the expansion of federal public universities, which significantly increased the insertion of students from different regions in these institutions. With a theoretical-methodological foundation in the Theory of Social Representations, it is a study that analyzes the social representations in a context of professional formation, which implies to focus on the representational movements, the dialogical relations and tensions between the knowledge, besides it?s sociogenesis (Markova, 2006; Moscovic, 2005; Wagner, 2000). Thus, it starts from a dialogical epistemology of social representations, which are understood as a social knowledge formed from dialogicity, dynamics and historicity (MARKOV?, 2006). Therefore, the study is anchored in the guidelines of the qualitative research and counted with the union of three methodological procedures: the documentary analysis, the Free Word Association Technique and the focus group. The first one was dedicated to the analysis of the Pedagogical Project of the course mentioned through the strategy described in Seixas et al. (2013). The second one was carried out with 169 students distributed over the five years of Psychology, which corresponds to the five classes due to the enrollment in the course to be annual. The participants evoked words from the hearing of the term "psychologist", and such evocations were analyzed through the content analysis technique of the thematic type (BARDIN, 2004). The focus group, in turn, had the participation of twelve students from all classes of the course over five meetings. These moments were videotaped and the conversations transcribed and analyzed through the technique of content analysis, focusing on the unit of record of the referent type (BARDIN, 2004). The results were analyzed in a complementary and integrated way and signaled a social representation about the psychologist focused on the traditional clinical design, however the formative process in which the students are immersed, with tensions of knowledge and with the context of formation in Psychology in the interior has been propitiating opening to the presence of other traces to this drawing, provoking movements in the screen representations. In this way, it concluded with the emphasis on the necessary understanding that the formative process has a polyphasic character, in the sense of the relations between distinct knowledges, which must be observed and placed in dialogue throughout the formation.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24368 |
| Date | 17 July 2017 |
| Creators | N?brega, Danielle Oliveira da |
| Contributors | 34252819504, Silva, Rosalia de F?tima e, 32264046449, Melo, Elda Silva do Nascimento, 93881118420, Yamamoto, Oswaldo Hajime, 56744200844, Machado, La?da Bezerra, 24588369334, Lira, Andr? Augusto Diniz, 02234433444, Silva, Sandra Regina Paz da, 78436087453, Andrade, Erika dos Reis Gusm?o |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0021 seconds