Representations of teachers on students of popular classes

• Autor(a) principal: Ribeiro, Andrea Porto
• Data de Publicação: 2021
• Outros Autores: Campos, Vanesssa Therezinha Bueno
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ETD - Educação Temática Digital
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8658818
• topic: Clases populares; Infancia; Representaciones sociales; Popular classes; Childhood; Social representations; Infância; Classes populares; Representações sociais

The present work presents reflections from a research developed between the years 2015 to 2017, in the Line of Research Knowledge and Educational Practices, within the scope of the Postgraduate Program in Education, Master's course, from the Federal University of Uberlândia, whose objectives they are linked to the fight for Public Education with quality and socially referenced, in favor of the popular classes. Guided by the writings of Freire (1987, 1996), Brandão (1983), Novais (2002), Streck (2008, 2009) on the schooling of popular classes in Brazil, Sacristán (2005) on the social construction of the student , the student and Moscovici (1961, 2007) and Alves-Mazzotti (2008, 2010) on the Theory of Social Representations, the research sought to apprehend the senses and meanings of the representations of teachers of Early Childhood Education, of schools in the municipal network of Uberlândia - MG, about students from the lower classes, in order to discuss the impact of reference systems on the social quality of education. We hope, in this way, to contribute to clarify, based on the reflections presented, aspects related to the educational opportunities of the popular classes, especially those related to the discussion of teachers' representations about children enrolled in preschool and the possibility of realizing the right to Formal education as a human right. We also aim, based on the research findings, to contribute to public policies aimed at the continuous training of teachers from the reflection on training needs in the context of public schools.