SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL

Detalhes bibliográficos
Autor(a) principal: Domingos, Silvio Duarte
Data de Publicação: 2022
Outros Autores: Costa, Clara Corrêa da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/71363
Resumo: This research aimed to know the social representations of Pedagogy teachers about their pedagogical practices. Guided by the Theory of Social Representations associated with the Argumentation Theory, the research counted on the participation of ten Pedagogy teachers from a private university, in the city of Petrópolis. The data were collected through semistructured interviews and metaphor inductions, and were analyzed according to the Argumentative Strategy Model. The results show that the social representations of the subjects about their pedagogical practices are objectified as a "model" and are anchored in the belief that the experience in Elementary School provides the necessary requirements to become a teacher educator. It is concluded that the subjects represent their pedagogical practices from a utilitarian perspective. KEYWORDS: Social Representations. Teacher Training. Pedagogical Practice. Pedagogy Teachers.
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spelling SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODELREPRESENTACIONES SOCIALES DE LOS PROFESORES DE PEDAGOGÍA SOBRE SUS PRÁCTICAS PEDAGÓGICAS: EL SENTIDO DEL MODELOREPRESENTAÇÕES SOCIAIS DE PROFESSORES DE PEDAGOGIA SOBRE SUAS PRÁTICAS PEDAGÓGICAS: O SENTIDO DE MODELOThis research aimed to know the social representations of Pedagogy teachers about their pedagogical practices. Guided by the Theory of Social Representations associated with the Argumentation Theory, the research counted on the participation of ten Pedagogy teachers from a private university, in the city of Petrópolis. The data were collected through semistructured interviews and metaphor inductions, and were analyzed according to the Argumentative Strategy Model. The results show that the social representations of the subjects about their pedagogical practices are objectified as a "model" and are anchored in the belief that the experience in Elementary School provides the necessary requirements to become a teacher educator. It is concluded that the subjects represent their pedagogical practices from a utilitarian perspective. KEYWORDS: Social Representations. Teacher Training. Pedagogical Practice. Pedagogy Teachers.Esta investigación tuvo como objetivo conocer las representaciones sociales de los profesores de Pedagogía sobre sus prácticas pedagógicas. Guiándose por la Teoría de las Representaciones Sociales asociada a la Teoría de la Argumentación, la investigación contó con la participación de diez profesores de Pedagogía de una universidad privada, en la ciudad de Petrópolis. Los datos se recogieron mediante entrevistas semiestructuradas e inducciones de metáforas, y se analizaron según el Modelo de Estrategia Argumentativa. Los resultados muestran que las representaciones sociales de los sujetos sobre sus prácticas pedagógicas se objetivan en el "modelo" y se anclan en la creencia de que la experiencia en la Escuela Básica proporciona los requisitos necesarios para ser formador de docentes. Se concluye que los sujetos representan sus prácticas pedagógicas a través de una perspectiva utilitaria. PALABRAS CLAVE: Representaciones Sociales. Formación de Profesores. Práctica Pedagógica. Profesores de Pedagogía.Esta pesquisa teve como objetivo conhecer as representações sociais de professores de Pedagogia sobre suas práticas pedagógicas. Norteada pela Teoria das Representações Sociais associada à Teoria da Argumentação, a pesquisa contou com a participação de dez professores de Pedagogia de uma universidade privada, na cidade de Petrópolis. Os dados foram coletados por meio de entrevistas semiestruturadas e induções de metáforas, e foram analisados segundo o Modelo da Estratégia Argumentativa. Os resultados mostram que as representações sociais dos sujeitos sobre suas práticas pedagógicas se objetivam em “modelo” e se ancoram na crença de que a vivência na Escola Básica fornece os requisitos necessários para ser um formador de professores. Conclui-se que os sujeitos representam suas práticas pedagógicas por uma perspectiva utilitarista. PALAVRAS-CHAVE: Representações Sociais. Formação Docente. Prática Pedagógica. Professores de Pedagogia.Faculdade de Educação (UFG)2022-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/7136310.5216/ia.v47i2.71363Journal Inter-Ação; Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges; 715-730Revista Inter Ação; Vol. 47 Núm. 2 (2022): El derecho a la Educación del Campo: trayectorias de lucha, resistencias y desafíos; 715-730Revista Inter-Ação; v. 47 n. 2 (2022): O direito à Educação do Campo: trajetórias de lutas, resistências e desafios; 715-7301981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/71363/38640Copyright (c) 2022 Silvio Duarte Domingos, Clara Corrêa da Costainfo:eu-repo/semantics/openAccessDomingos, Silvio DuarteCosta, Clara Corrêa da 2022-09-01T12:45:27Zoai:ojs.revistas.ufg.br:article/71363Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:06.368029Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
REPRESENTACIONES SOCIALES DE LOS PROFESORES DE PEDAGOGÍA SOBRE SUS PRÁCTICAS PEDAGÓGICAS: EL SENTIDO DEL MODELO
REPRESENTAÇÕES SOCIAIS DE PROFESSORES DE PEDAGOGIA SOBRE SUAS PRÁTICAS PEDAGÓGICAS: O SENTIDO DE MODELO
title SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
spellingShingle SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
Domingos, Silvio Duarte
title_short SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
title_full SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
title_fullStr SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
title_full_unstemmed SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
title_sort SOCIAL REPRESENTATIONS OF PEDAGOGY TEACHERS ABOUT THEIR PEDAGOGICAL PRACTICES: THE SENSE OF MODEL
author Domingos, Silvio Duarte
author_facet Domingos, Silvio Duarte
Costa, Clara Corrêa da
author_role author
author2 Costa, Clara Corrêa da
author2_role author
dc.contributor.author.fl_str_mv Domingos, Silvio Duarte
Costa, Clara Corrêa da
description This research aimed to know the social representations of Pedagogy teachers about their pedagogical practices. Guided by the Theory of Social Representations associated with the Argumentation Theory, the research counted on the participation of ten Pedagogy teachers from a private university, in the city of Petrópolis. The data were collected through semistructured interviews and metaphor inductions, and were analyzed according to the Argumentative Strategy Model. The results show that the social representations of the subjects about their pedagogical practices are objectified as a "model" and are anchored in the belief that the experience in Elementary School provides the necessary requirements to become a teacher educator. It is concluded that the subjects represent their pedagogical practices from a utilitarian perspective. KEYWORDS: Social Representations. Teacher Training. Pedagogical Practice. Pedagogy Teachers.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-31
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.ufg.br/interacao/article/view/71363
10.5216/ia.v47i2.71363
url https://revistas.ufg.br/interacao/article/view/71363
identifier_str_mv 10.5216/ia.v47i2.71363
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/71363/38640
dc.rights.driver.fl_str_mv Copyright (c) 2022 Silvio Duarte Domingos, Clara Corrêa da Costa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Silvio Duarte Domingos, Clara Corrêa da Costa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges; 715-730
Revista Inter Ação; Vol. 47 Núm. 2 (2022): El derecho a la Educación del Campo: trayectorias de lucha, resistencias y desafíos; 715-730
Revista Inter-Ação; v. 47 n. 2 (2022): O direito à Educação do Campo: trajetórias de lutas, resistências e desafios; 715-730
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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