Nem longe, nem perto e diferente: representações sociais emanadas da relação pedagógica na Escola São Benedito – Taim/MA

• Autor(a) principal: FERREIRA, Gabriella Alves
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2232
• topic: Relação pedagógica; Representações sociais; Escola; Comunidade; Pedagogical relationship; Social representations; School; Community; Educação

This study aims to analyze the construction of the pedagogical relationship experienced in the daily life of the educational professionals in the teaching situation of the São Benedito school in the Taim community, capturing the Social Representations emanating as a result of this relationship. The choice of the Theory of Social Representations takes into account that the principles of this theory are in line with the proposed studies. In the development of this study, a bibliographical and field research was done. The bibliographical study on the Theory of Social Representations is based on the authors: Moscovici (1961, 1978, 1984, 2004, 2012); Jodelet (1998, 2001); Jovchelovich (1995, 2004, 2011); Guareschi (2002); Sá (1993); Alves-Mazzotti (2000, 2002, 2011, 2015), Abric (2000, 2003), Arruda (2002); Bonfim (2007) and Machado (2008). On the other hand, what is done about school / pedagogical relation is based on the theoretical reference of Postic (1989, 1990); Freire (1975, 2006); Nóvoa (2016); Libâneo (2006, 2009); Charlot (2013); Gadotti (2006, 2007); Bonfim (2010); Morgado (2002); Zuin (2008) and Costa (2003). By data collection instruments, semi-structured interviews were carried out with teachers of the school in question, focus group interviews with the students and in-depth interviews with the residents of the Taim Community. The data analysis was performed using the Content Analysis technique that allows the description, systematization, inference and interpretation of qualitative and quantitative studies (BARDIN, 2011), and in this analysis we opt for the qualitative approach. Also, it takes into account that this technique allows the production of inferences, as an intermediate procedure that allows the passage from description to interpretation. The systematization of the data follows the operational stages: constitution of the corpus; floating reading; reduction and decoding; selection, analysis and revision of sense nuclei; selection and detailed revision of the categories in the light of the theory adopted and the object of study, thus categorizing 4 categories of analysis: relational context, in which one tries to understand the relations that occur not only in the Taim Community, but also in the school, space of this research; students: thinking subjects, where it is inferred that students are thinking subjects, since they also organize themselves collectively, engendering social representations in a group perspective; in the before and now in the teacher student relationship, emphasizes that the expectations created by the teachers and also by the students, before the meeting of both in the classroom, do not always correspond to the idealized prototype; community/school: reciprocal relationship?, when it is inferred that the society established in the Taim community and the common representations sprouted in the family environment, generate reciprocity and a sense of belonging in the pedagogical relation. Conclusively, it can be seen that the social representations emanating from the pedagogical relationship, in a teaching situation, in the community / school studied, are anchored in a preserved culture to which the residents, including the students, are proud.