A aluno bagunceiro : um estudo em representações sociais de futuros professores do curso de Pedagogia da UFMT, Campus Cuiabá

• Autor(a) principal: Abdalla, Sandra Cristina de Figueiredo
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/998
• topic: Educação; Representações sociais; Alteridade; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education; Social Representations; Otherness

The study focuses on research on social representations of future teachers and tries to understand the dimension of the relationship alteritária teacher and student, based on the aspects of their subjectivity. The same is part of the project entitled The narrative potential places of childhood: a study of the meanings and practices of social and educational for children2 inspired by the notion of social subjectivity (Moscovici, 2005). As a theoretical framework this research adopts the Theory of Social Representations according to Serge Moscovici (1978, 2003) and Jodelet (1989, 2001), as part of the understanding that the manifestations of common sense assist in the interpretation of reality in communication processes. Jean-Claude Abric (1998) assists with the Central Nucleus Theory, and understanding of the rules governing social thought. Through this approach seek to analyze the various responses of teachers on future student messy, their evaluations on what characterizes this student, possible causes that contribute to this student is recognized as such, knowledge required to work with this student, so as their expectations about their work in relation EU-OTHER. In this sense, studies how Villas Boas and de Sousa (2011) on the subjectivity of the teacher, Tardif (2005) on the situational contingencies of teaching and Sparrow (2006) on the history and social context, contribute in understanding the dynamic process reconstruction of identity representations of teaching. Studies on the social images of children helped in the identification of anchor points in the representation of rowdy students that for the Greeks, the studies Kohan (2005), contribute to the discussion about childhood as a concept diffuse and varied. In Europe Ariès (2006) and Heywood (2004) help to understand the feeling of childhood in medieval society and Chombart of Lauwe (2001) with regard to the idealization of children. In Brazil Del Priore, (2007) contributes to discuss corporal punishment to a good education, Kishimoto (1993) with the idea of childhood endowed with evil nature and Gilberto Freire (1963) argues about the paternal authoritarianism in Brazilian family. The study was conducted at the Federal University of Mato Grosso - UFMT - with 116 students of Pedagogy of between the first and fourth year. Data were collected through word association for student expression induces messy, and processing techniques to analyze the structural elements of the representation was performed by the Ensemble software permettant l'analyze des Programmes evocations - EVOC - created by Pierre Verges (1984) and Cohesive Hierarchical Classification Implicative - CHIC. The data in this study revealed a homogeneous discourse about the object that falls on the personal characteristics of the student, as well as images of negativity about it associated with the image of a hero teacher physically and emotionally affected on the representation of a problem that does not allow students to obtain expected results for a learning environment. Thus, the unaccountability of the teacher in producing the mess can be justifying the diverse demands of referrals.