The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ensino em Revista |
Texto Completo: | https://seer.ufu.br/index.php/emrevista/article/view/52750 |
Resumo: | The present article presents results of a research, through the dialogue between two theories: the social representations theory, in the Serge Moscovici´s perspective, and the one proposed by Claude Dubar refering to professional identity, to investigate the social representations (RS) about school and its influence in the constitution of the professional identity students of a Chemistry teacher initial training course, and came from public High School. From the analysis of the interviews show that the sharing of a SR regarding an social object does not necessarily implies in similar modes of action, these students share the SR that about the teachers acting in the governmental Basic Education system (compulsory school period; in Brazil it comprises primary school, lower secondary education, and high school period, totalizing 12 years) have a poor training to be professionals. Nevertheless, the subjects investigated in this work have different perspectives of action deriving from this shared RS. While some of them intend to work in the public basic schools, the other ones do not divise this possibility. For some individuals, to teach in the basic school public system might imply, to accept the low quality attribution while, for others, this action can favour an opposite intervention in relation to what is portrayed in this SR. |
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The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training courseRepresentações sociais sobre a escola e seu impacto na constituição identitária de licenciandos em QuímicaEscolaRepresentação SocialIdentidade DocenteSchoolSocial RepresentationProfessional IdentityThe present article presents results of a research, through the dialogue between two theories: the social representations theory, in the Serge Moscovici´s perspective, and the one proposed by Claude Dubar refering to professional identity, to investigate the social representations (RS) about school and its influence in the constitution of the professional identity students of a Chemistry teacher initial training course, and came from public High School. From the analysis of the interviews show that the sharing of a SR regarding an social object does not necessarily implies in similar modes of action, these students share the SR that about the teachers acting in the governmental Basic Education system (compulsory school period; in Brazil it comprises primary school, lower secondary education, and high school period, totalizing 12 years) have a poor training to be professionals. Nevertheless, the subjects investigated in this work have different perspectives of action deriving from this shared RS. While some of them intend to work in the public basic schools, the other ones do not divise this possibility. For some individuals, to teach in the basic school public system might imply, to accept the low quality attribution while, for others, this action can favour an opposite intervention in relation to what is portrayed in this SR.O presente artigo apresenta resultados de uma pesquisa que objetivou, por meio do diálogo entre duas teorias: a das representações sociais e da identidade profissional de Claude Dubar, investigar as representações sociais (RS) sobre escola e sua influência na constituição da identidade profissional de licenciandos em Química egressos do sistema público de ensino. A partir da análise das entrevistas foi possível depreender que o compartilhar de RS acerca de um objeto não implica, necessariamente, em modos singulares de atuação. Os jovens, embora compartilhem uma RS do professor atuante nesse sistema de ensino como um profissional com uma formação deficiente, a qual conduz a uma atuação em sala de aula de baixa qualidade, agem de modo antagônico. Atuar como professor na rede pública de ensino pode implicar, para uns, assumir essa atribuição de baixa qualidade, enquanto, para outros, vincula-se à possibilidade de atuar de modo oposto àquele retratado nesta RS.Universidade Federal de Uberlândia2020-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/emrevista/article/view/5275010.14393/ER-v27n1a2020-6Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 138-157Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 138-157Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 138-1571983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/52750/28188https://seer.ufu.br/index.php/emrevista/article/view/52750/28566Miranda, Camila Lima Placco, Vera Maria Nigro de Souza Rezende, Daisy de Brito info:eu-repo/semantics/openAccess2020-03-31T10:30:51Zoai:ojs.www.seer.ufu.br:article/52750Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2020-03-31T10:30:51Ensino em Revista - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course Representações sociais sobre a escola e seu impacto na constituição identitária de licenciandos em Química |
title |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course |
spellingShingle |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course Miranda, Camila Lima Escola Representação Social Identidade Docente School Social Representation Professional Identity |
title_short |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course |
title_full |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course |
title_fullStr |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course |
title_full_unstemmed |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course |
title_sort |
The social representations of school and the impact of a constitution of identity of students enrolled in a Chemistry teacher initial training course |
author |
Miranda, Camila Lima |
author_facet |
Miranda, Camila Lima Placco, Vera Maria Nigro de Souza Rezende, Daisy de Brito |
author_role |
author |
author2 |
Placco, Vera Maria Nigro de Souza Rezende, Daisy de Brito |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Miranda, Camila Lima Placco, Vera Maria Nigro de Souza Rezende, Daisy de Brito |
dc.subject.por.fl_str_mv |
Escola Representação Social Identidade Docente School Social Representation Professional Identity |
topic |
Escola Representação Social Identidade Docente School Social Representation Professional Identity |
description |
The present article presents results of a research, through the dialogue between two theories: the social representations theory, in the Serge Moscovici´s perspective, and the one proposed by Claude Dubar refering to professional identity, to investigate the social representations (RS) about school and its influence in the constitution of the professional identity students of a Chemistry teacher initial training course, and came from public High School. From the analysis of the interviews show that the sharing of a SR regarding an social object does not necessarily implies in similar modes of action, these students share the SR that about the teachers acting in the governmental Basic Education system (compulsory school period; in Brazil it comprises primary school, lower secondary education, and high school period, totalizing 12 years) have a poor training to be professionals. Nevertheless, the subjects investigated in this work have different perspectives of action deriving from this shared RS. While some of them intend to work in the public basic schools, the other ones do not divise this possibility. For some individuals, to teach in the basic school public system might imply, to accept the low quality attribution while, for others, this action can favour an opposite intervention in relation to what is portrayed in this SR. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-21 |
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://seer.ufu.br/index.php/emrevista/article/view/52750 10.14393/ER-v27n1a2020-6 |
url |
https://seer.ufu.br/index.php/emrevista/article/view/52750 |
identifier_str_mv |
10.14393/ER-v27n1a2020-6 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/52750/28188 https://seer.ufu.br/index.php/emrevista/article/view/52750/28566 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 138-157 Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 138-157 Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 138-157 1983-1730 0104-3757 reponame:Ensino em Revista instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Ensino em Revista |
collection |
Ensino em Revista |
repository.name.fl_str_mv |
Ensino em Revista - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
||ensinoemrevista@gmail.com |
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1799944222391926784 |