Tendências e formas de enfrentamento da formação continuada, como profissionalização docente: um estudo em representações sociais

Abstract

This dissertation aimed at studying social representations about the teacher’s

professionalization of teachers of Basic Education in the Lowlands. Being social

representations forms of commonsense knowledge constructed in relations between

individuals who mobilize practical worth studying this form of knowledge to understand the

current trends of professionalization that still lack studies. By raising the studies that relate

indexers "social representations", "teacher professionalization" and "teacher training" in the

CAPES thesis database (1990 to 2000), among twenty-seven projects, only one comes to

social representations. It covers studies to verify the pedagogical thinking in the last decade,

a period of emergence of three new regulations about the Faculty of Education. It is against

this backdrop, plus the experience of the author experienced the recognition of non-exercise

of autonomy as a teacher, which traces the study of the subject since the origin of ideas /

thoughts about the professionalization of teachers. Thus, we seek to understand the

trajectory of teachers and their practices. So, the question is: what are the social

representations of teacher professionalization and what practices are adopted in their

actions? It aims to understand the social representations about the professionalism of the

teacher for teachers of basic education in the Fluminense. Hence bringing outline the

implications of these representations for their training. It is believed that the study of social

representations allow focus on understanding ways of coping with the teaching career, thus

contributing to the discussion of teacher training. To realize the desired, this research is

anchored in the work of Moscovici (2003), Jodelet (2005), Gatti and Baker (2009); Gatti

(2010), Silva (2003), Facci (2004); Martelli and Manchope (2004), among others. The

methodology of this research approach is quantitative and qualitative dimensions outlined

under Novikoff (2010) and uses it as art, literature, Test Free Word Association (Abric, 1999)

and the Inventory Valuation and Combat (CAN0-Vindel; MIGUEL Tobal, 1992). The results

point to the first legal advances and setbacks as the standardization of training courses;

indicate a second representation centered on discipline problem, not cause violence and

learning, which exempts the teacher to seek knowledge for the improvement of teaching,

third shows professionalization and institutionalization without being the valuation of

autonomy, therefore, shifts the valuation of professionalism to the context absolving

themselves of the responsibility to take it. In summary, the representations are laden with

emotional values and generators coping despite

not resort to scientific knowledge.