Schools organized in cycles: the social representations considered successful by teachers
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Data de Publicação: | 2015 |
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Tipo de documento: | Artigo |
Idioma: | por eng spa |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766 |
Resumo: | The article identifies the social representations of teachers learning cycles considered successful. The reference was the Theory of Social Representations in the original strand of S. Moscovici. The research was conducted with 20 teachers of the Municipal Recife. The professionals were interviewed in depth. The reports were processed by the software Alceste. The corpus was organized into four classes called: knowledge related to the proposed cycles; challenges and shortcomings of the proposal; factors that promote school success and cycles in everyday practice. Overall, the classes reveal that teachers know the system cycles highlighting the limits and difficulties that interfere with its effectiveness. The results left glimpse that successful teachers, due to the commitment and responsibility with regard to teaching, have positive social representations about the school transformative potential, regardless of their organizational processes and are these representations to guide their practices in school organized cycles. |
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Schools organized in cycles: the social representations considered successful by teachersEscuela organizada en ciclos: las representaciones sociales de maestros considerados exitososEscola organizada em ciclos: as representacoes sociais de professores considerados bem-sucedidosSocial representations; Successful practices; Learning cyclesRepresentaciones sociales; Practicas exitosas; Aprender ciclosRepresentacoes sociais; Praticas de sucesso; Ciclos de aprendizagemThe article identifies the social representations of teachers learning cycles considered successful. The reference was the Theory of Social Representations in the original strand of S. Moscovici. The research was conducted with 20 teachers of the Municipal Recife. The professionals were interviewed in depth. The reports were processed by the software Alceste. The corpus was organized into four classes called: knowledge related to the proposed cycles; challenges and shortcomings of the proposal; factors that promote school success and cycles in everyday practice. Overall, the classes reveal that teachers know the system cycles highlighting the limits and difficulties that interfere with its effectiveness. The results left glimpse that successful teachers, due to the commitment and responsibility with regard to teaching, have positive social representations about the school transformative potential, regardless of their organizational processes and are these representations to guide their practices in school organized cycles.El artículo identifica las representaciones sociales de ciclos de aprendizaje de maestros considerados exitosos Teniendo como referencia la Teoria de las Representaciones Sociales en la vertiente original de S. Moscovici. La investigación se realizo con 20 maestros de la Red Municipal de Recife- PE. Los profesionales respondieron una encuesta realizada en profundidad. Las declaraciones fueron procesadas usando el software Alceste. El corpus fue organizado en cuatro clases llamadas: conocimientos relacionados con las propuestas de ciclos; problemas y deficiencias de la propuesta; factores que promueven el exito escolar y los ciclos en la practica cotidiana. En general, las clases revelan que los maestros conocen los ciclos del sistema destacando los limites y dificultades que interfieren con su eficácia. Los resultados dejaron en evidencia que los docentes exitosos, debido al compromiso y la responsabilidad con respecto a la enseñanza, tienen representaciones sociales positivas sobre el potencial transformador de la escuela, independientemente de sus procesos organizativos y son estas representaciones que orientan sus practicas en la escuela organizada por ciclosO artigo identifica as representacoes sociais de ciclos de aprendizagem de professores considerados de sucesso, tendo como referencial a Teoria das Representacoes Sociais na vertente original de S. Moscovici. A pesquisa foi desenvolvida com 20 professores da Rede Municipal de Recife-PE. Os profissionais responderam a uma entrevista em profundidade. Os depoimentos foram processados pelo software Alceste. O corpus foi organizado em quatro classes denominadas: conhecimentos relacionados à proposta de ciclos; desafios e lacunas da proposta; fatores que promovem o sucesso escolar e os ciclos na pratica cotidiana. No conjunto, as classes revelam que os professores conhecem o regime ciclos ressaltando os limites e dificuldades que interferem na sua efetivação. Os resultados deixaram entrever que os professores de sucesso, devido ao compromisso e responsabilidade com que encaram a docencia, possuem representacoes sociais positivas quanto ao potencial transformador da escola, independente do seu modo de organização, e sao essas representacoes que orientam suas práticas na escola organizada em ciclos.Fundação CesgranrioMachado, Laeda BezerraSantos, Jaqueline Andrea Lira Cordeiro2015-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/76610.1590/S0104-40362015000400003Ensaio: Avaliação e Políticas Públicas em Educação; v. 23, n. 89 (2015): Revista Ensaio - Out./Dez.; 843-8681809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766/375https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766/376https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766/374Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-11-10T20:00:14Zoai:ojs.localhost:article/766Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-11-10T20:00:14Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
Schools organized in cycles: the social representations considered successful by teachers Escuela organizada en ciclos: las representaciones sociales de maestros considerados exitosos Escola organizada em ciclos: as representacoes sociais de professores considerados bem-sucedidos |
title |
Schools organized in cycles: the social representations considered successful by teachers |
spellingShingle |
Schools organized in cycles: the social representations considered successful by teachers Machado, Laeda Bezerra Social representations; Successful practices; Learning cycles Representaciones sociales; Practicas exitosas; Aprender ciclos Representacoes sociais; Praticas de sucesso; Ciclos de aprendizagem |
title_short |
Schools organized in cycles: the social representations considered successful by teachers |
title_full |
Schools organized in cycles: the social representations considered successful by teachers |
title_fullStr |
Schools organized in cycles: the social representations considered successful by teachers |
title_full_unstemmed |
Schools organized in cycles: the social representations considered successful by teachers |
title_sort |
Schools organized in cycles: the social representations considered successful by teachers |
author |
Machado, Laeda Bezerra |
author_facet |
Machado, Laeda Bezerra Santos, Jaqueline Andrea Lira Cordeiro |
author_role |
author |
author2 |
Santos, Jaqueline Andrea Lira Cordeiro |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Machado, Laeda Bezerra Santos, Jaqueline Andrea Lira Cordeiro |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Social representations; Successful practices; Learning cycles Representaciones sociales; Practicas exitosas; Aprender ciclos Representacoes sociais; Praticas de sucesso; Ciclos de aprendizagem |
topic |
Social representations; Successful practices; Learning cycles Representaciones sociales; Practicas exitosas; Aprender ciclos Representacoes sociais; Praticas de sucesso; Ciclos de aprendizagem |
description |
The article identifies the social representations of teachers learning cycles considered successful. The reference was the Theory of Social Representations in the original strand of S. Moscovici. The research was conducted with 20 teachers of the Municipal Recife. The professionals were interviewed in depth. The reports were processed by the software Alceste. The corpus was organized into four classes called: knowledge related to the proposed cycles; challenges and shortcomings of the proposal; factors that promote school success and cycles in everyday practice. Overall, the classes reveal that teachers know the system cycles highlighting the limits and difficulties that interfere with its effectiveness. The results left glimpse that successful teachers, due to the commitment and responsibility with regard to teaching, have positive social representations about the school transformative potential, regardless of their organizational processes and are these representations to guide their practices in school organized cycles. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-11-06 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766 10.1590/S0104-40362015000400003 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766 |
identifier_str_mv |
10.1590/S0104-40362015000400003 |
dc.language.iso.fl_str_mv |
por eng spa |
language |
por eng spa |
dc.relation.none.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766/375 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766/376 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/766/374 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; v. 23, n. 89 (2015): Revista Ensaio - Out./Dez.; 843-868 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
instname_str |
Fundação Cesgranrio |
instacron_str |
CESGRANRIO-2 |
institution |
CESGRANRIO-2 |
reponame_str |
Ensaio (Rio de Janeiro. Online) |
collection |
Ensaio (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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1754832032806993920 |