Pedagogical innovation: social representations of pedagogy professors
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Profanações |
Texto Completo: | http://www.periodicos.unc.br/index.php/prof/article/view/3030 |
Resumo: | In Brazil, several policy proposals aim to promote educational changes in schools and universities, through innovation. Recent investigations on the subject point to the central role of the professionals involved in the innovative process. Considering the relevance of this theme for Brazilian Education, it becomes necessary to investigate the conceptions of professors who teach pedagogues. Thus, this article aimed to understand the processes of objectification and anchoring of social representations of pedagogical innovation by professors of Pedagogy. It was attended by 20 professors from a private university in the city of Rio de Janeiro. To achieve the proposed objective, a qualitative, exploratory-descriptive research was carried out, adopting the Theory of Social Representations as a theoretical-methodological framework. The data were collected through semi-structured interviews, being analyzed according to the Content Analysis, supported by the IRaMuTeQ software. The results reveal that the social representations of Pedagogy professors are objectified at “active methodologies” and “different didactics” and they are anchored in their “professional experience”. It is concluded that the subjects perceive that the didactics need to be different from the traditional pedagogy, which, for them, would be made possible through methodologies centered on the students. However, there is no mention of the way the student learns, which is a pillar in the theories that these professionals bring in their arguments. Keyword: Teachers Graduation. Social Representations. Active Methodologies. Pedagogical Innovation. |
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Pedagogical innovation: social representations of pedagogy professorsInovação pedagógica: representações sociais de professores de pedagogiaIn Brazil, several policy proposals aim to promote educational changes in schools and universities, through innovation. Recent investigations on the subject point to the central role of the professionals involved in the innovative process. Considering the relevance of this theme for Brazilian Education, it becomes necessary to investigate the conceptions of professors who teach pedagogues. Thus, this article aimed to understand the processes of objectification and anchoring of social representations of pedagogical innovation by professors of Pedagogy. It was attended by 20 professors from a private university in the city of Rio de Janeiro. To achieve the proposed objective, a qualitative, exploratory-descriptive research was carried out, adopting the Theory of Social Representations as a theoretical-methodological framework. The data were collected through semi-structured interviews, being analyzed according to the Content Analysis, supported by the IRaMuTeQ software. The results reveal that the social representations of Pedagogy professors are objectified at “active methodologies” and “different didactics” and they are anchored in their “professional experience”. It is concluded that the subjects perceive that the didactics need to be different from the traditional pedagogy, which, for them, would be made possible through methodologies centered on the students. However, there is no mention of the way the student learns, which is a pillar in the theories that these professionals bring in their arguments. Keyword: Teachers Graduation. Social Representations. Active Methodologies. Pedagogical Innovation.No Brasil, diversas propostas políticas visam promover mudanças educacionais nas escolas e universidades, por meio da inovação. As recentes investigações sobre o tema apontam à centralidade do papel dos profissionais envolvidos com o processo inovador. Considerando a relevância dessa temática para a Educação brasileira, torna-se necessário investigar as concepções dos docentes que formam pedagogos. Assim, este artigo, teve como objetivo conhecer os processos de objetivação e de ancoragem das representações sociais de inovação pedagógica por professores de Pedagogia. Contou-se com a participação de 20 docentes de uma universidade privada, na cidade do Rio de Janeiro. Para atingir o objetivo proposto, realizou-se uma pesquisa qualitativa, exploratório-descritiva, adotando a Teoria das Representações Sociais como arcabouço teórico-metodológico. Os dados foram coletados por meio de entrevistas semiestruturadas, sendo analisados conforme a Análise de Conteúdo, apoiada no software IRaMuTeQ. Os resultados revelam que as representações sociais dos professores de Pedagogia se objetivam em “metodologias ativas” e “didática diferente” e se ancoram na sua “vivência profissional”. Conclui-se que os sujeitos percebem que a didática precisa ser diferente da pedagogia tradicional, que, para eles, seria possibilitado por meio de metodologias centradas nos alunos. Contudo, não há menção ao modo como o aluno aprende, que é pilar nas teorias que esses profissionais trazem em seus argumentos. Palavras-chave: Formação de Professores. Representações Sociais. Metodologias ativas. Inovação Pedagógica.Universidade do Contestado (UnC)2020-11-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttp://www.periodicos.unc.br/index.php/prof/article/view/303010.24302/prof.v7iesp.2.3030Profanações; v. 7 n. esp.2 (2020): Dossiê temático: “Desafios contemporâneos do desenvolvimento regional: por uma abordagem crÃtica e interdisciplinarâ€; 102-1222358-612510.24302/prof.v7iesp.2reponame:Profanaçõesinstname:Universidade do Contestado (UNC)instacron:UNCporhttp://www.periodicos.unc.br/index.php/prof/article/view/3030/1440Copyright (c) 2020 Profanaçõeshttps://creativecommons.org/licenses/by-nd/4.0info:eu-repo/semantics/openAccessDomingos, Silvio DuarteChamon, Edna Maria Querido de OliveiraCastro, Monica Rabello de2020-11-12T22:27:40Zoai:ojs.pkp.sfu.ca:article/3030Revistahttp://www.periodicos.unc.br/index.php/prof/PRIhttp://www.periodicos.unc.br/index.php/prof/oai||sandro@unc.br2358-61252358-6125opendoar:2020-11-12T22:27:40Profanações - Universidade do Contestado (UNC)false |
dc.title.none.fl_str_mv |
Pedagogical innovation: social representations of pedagogy professors Inovação pedagógica: representações sociais de professores de pedagogia |
title |
Pedagogical innovation: social representations of pedagogy professors |
spellingShingle |
Pedagogical innovation: social representations of pedagogy professors Domingos, Silvio Duarte |
title_short |
Pedagogical innovation: social representations of pedagogy professors |
title_full |
Pedagogical innovation: social representations of pedagogy professors |
title_fullStr |
Pedagogical innovation: social representations of pedagogy professors |
title_full_unstemmed |
Pedagogical innovation: social representations of pedagogy professors |
title_sort |
Pedagogical innovation: social representations of pedagogy professors |
author |
Domingos, Silvio Duarte |
author_facet |
Domingos, Silvio Duarte Chamon, Edna Maria Querido de Oliveira Castro, Monica Rabello de |
author_role |
author |
author2 |
Chamon, Edna Maria Querido de Oliveira Castro, Monica Rabello de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Domingos, Silvio Duarte Chamon, Edna Maria Querido de Oliveira Castro, Monica Rabello de |
description |
In Brazil, several policy proposals aim to promote educational changes in schools and universities, through innovation. Recent investigations on the subject point to the central role of the professionals involved in the innovative process. Considering the relevance of this theme for Brazilian Education, it becomes necessary to investigate the conceptions of professors who teach pedagogues. Thus, this article aimed to understand the processes of objectification and anchoring of social representations of pedagogical innovation by professors of Pedagogy. It was attended by 20 professors from a private university in the city of Rio de Janeiro. To achieve the proposed objective, a qualitative, exploratory-descriptive research was carried out, adopting the Theory of Social Representations as a theoretical-methodological framework. The data were collected through semi-structured interviews, being analyzed according to the Content Analysis, supported by the IRaMuTeQ software. The results reveal that the social representations of Pedagogy professors are objectified at “active methodologies” and “different didactics” and they are anchored in their “professional experience”. It is concluded that the subjects perceive that the didactics need to be different from the traditional pedagogy, which, for them, would be made possible through methodologies centered on the students. However, there is no mention of the way the student learns, which is a pillar in the theories that these professionals bring in their arguments. Keyword: Teachers Graduation. Social Representations. Active Methodologies. Pedagogical Innovation. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-12 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.periodicos.unc.br/index.php/prof/article/view/3030 10.24302/prof.v7iesp.2.3030 |
url |
http://www.periodicos.unc.br/index.php/prof/article/view/3030 |
identifier_str_mv |
10.24302/prof.v7iesp.2.3030 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.unc.br/index.php/prof/article/view/3030/1440 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Profanações https://creativecommons.org/licenses/by-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Profanações https://creativecommons.org/licenses/by-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Contestado (UnC) |
publisher.none.fl_str_mv |
Universidade do Contestado (UnC) |
dc.source.none.fl_str_mv |
Profanações; v. 7 n. esp.2 (2020): Dossiê temático: “Desafios contemporâneos do desenvolvimento regional: por uma abordagem crÃtica e interdisciplinarâ€; 102-122 2358-6125 10.24302/prof.v7iesp.2 reponame:Profanações instname:Universidade do Contestado (UNC) instacron:UNC |
instname_str |
Universidade do Contestado (UNC) |
instacron_str |
UNC |
institution |
UNC |
reponame_str |
Profanações |
collection |
Profanações |
repository.name.fl_str_mv |
Profanações - Universidade do Contestado (UNC) |
repository.mail.fl_str_mv |
||sandro@unc.br |
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1797688250512441344 |