As Representações Sociais de Graduandos no Curso de Pedagogia Sobre o “Ser Professor” de Ciências nos Anos Iniciais

O professor oriundo da licenciatura em Pedagogia, geralmente, possui dificuldades para ensinar Ciências, devido à formação deficiente e fragmentada, desta maneira, escolas e universidades são lugares capazes de compartilhar conhecimentos de senso comum e científicos atuando como geradoras de Representações Sociais. O presente trabalho tem por objetivo investigar as Representações Sociais sobre o ser professor de Ciências para os anos iniciais que os licenciandos em Pedagogia de uma Universidade pública do Paraná possuem. Foram utilizadas as técnicas de evocação livre de palavras e questionário como instrumentos de coleta de dados. Utilizou-se a análise de conteúdo e a categorização em elementos centrais e periféricos das Representações Sociais. Identificou-se que a representação social do ser professor envolve, principalmente, o ensinar e o aprender, em um contexto tradicional, de modo que seu o núcleo faz referência à palavra conhecimento e aos elementos periféricos aos conteúdos curriculares na área das Ciências Naturais. Reconheceu-se também que ao comparar as Representações Sociais dos graduandos das séries iniciais e finais do curso de Pedagogia as mesmas se mantiveram.Palavras-chave: Ensino. Formação de Professores. Senso Comum. AbstractTeachers who come from Pedagogy degrees usually have difficulties teaching sciences, because of their weak and fragmented preparation in this subject, and thus, schools and universities are places able to share common sense and scientific knowledge acting as social representations generators. This study aims to investigate the social representations about being a teacher Science for the first school years, that undergraduates in Pedagogy in one of Paraná Public university have. The analyses techniques of word free recall and questionnaire as data collection tools were used for the content analysis in affirmative and categorization in central and peripheral elements of social representations. It was identified that the social representation of being a teacher primarily involves teaching and learning in a traditional context, so that his or her core refers to word knowledge in the act of transmitting it and the peripheral elements to the curriculum content area in Natural Sciences. It was also recognized that when comparing the students’ social representations in the initial years and the last years of the graduation remained the same.Keeywords: Teaching. Teacher’s Training. Common Sense

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Sexuality of elders with dementia: social representation of nursing students

Rev Rene ◽

10.15253/2175-6783.20202144199 ◽

2020 ◽

Vol 21 ◽

pp. e44199

Author(s):

Wanderson Carneiro Moreira ◽

Vanessa Carvalho Fontinele ◽

Fernanda Cláudia Miranda Amorim ◽

Maria do Perpétuo Socorro de Sousa Nóbrega ◽

Cláudia Maria Sousa de Carvalho ◽

...

Keyword(s):

Higher Education ◽

Nursing Students ◽

Common Sense ◽

Social Representations ◽

Hierarchical Classification ◽

Education Institution ◽

Social Representation ◽

Socially Constructed ◽

Semantic Classes ◽

The Social

Objective: to learn about the social representation of nursing students about the sexuality of elders with dementia. Methods: qualitative study, based on the Theory of Social Representations, developed with 20 Nursing Graduation students from a Brazilian higher education institution. Data was collected through a focal group, processed in the software IRAMUTEQ and analyzed using a Descending Hierarchical Classification. Results: four semantic classes emerged: Sexuality as a right, The theme was insufficient in graduation, Meanings attributed to sexuality, and Care from the perspective of students. Conclusion: the study showed that the nursing students investigated had polysemic representations about the sexuality of elders with dementia, among which discriminatory and stigmatizing conceptions stood out, socially constructed and anchored in common sense.

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Representações Sociais dos estudantes de Administração sobre o ensino universitário: estudo em uma universidade pública de Paranavaí

Revista Foco ◽

10.28950/1981-223x_revistafocoadm/2018.v11i1.481 ◽

2018 ◽

Vol 11 (1) ◽

pp. 164

Author(s):

Waldir Colli ◽

Priscilla Borgonhoni Chagas

Keyword(s):

Common Sense ◽

Career Advancement ◽

Social Representations ◽

Practical Aspect ◽

Social Representation ◽

Structured Interviews ◽

The Social ◽

Key Concepts ◽

Social Representation Theory ◽

Management Students

O objetivo deste artigo é compreender as representações sociais dos estudantes universitários do primeiro e do último ano de Administração sobre o Ensino Superior, em uma Universidade Estadual em Paranavaí, no Estado do Paraná. O estudo fundamentou-se na Teoria das Representações Sociais e apresentou os seus principais conceitos e como são construídas as representações com base no senso comum. A pesquisa é caracterizada como qualitativa e utilizou como instrumento de coleta de dados a entrevista semiestruturada, realizada com quatorze acadêmicos e analisadas por meio da análise de conteúdo. Os principais resultados da pesquisa indicam que o curso de Administração é visto pelos acadêmicos como uma forma de oportunidade no mercado de trabalho e ascensão profissional. Entretanto, aponta também para um mercado competitivo, o qual exige que haja qualificação profissional de forma continuada. O estudo aponta que há demandas que são parcialmente atendidas na formação dos administradores, sobretudo no que diz respeito ao aspecto prático da profissão, refletindo em uma visão limitada dos acadêmicos em relação às funções e possibilidades de atuação de um administrador na atualidade. The aim of this paper is to understand the social representations of undergraduate Management students about higher education in an university, in Paranavaí. The study was based on the Social Representation Theory and presented its key concepts and how representations based on common sense are built. The research is characterized as qualitative and semi-structured interviews were conducted on fourteen students and analyzed using content analysis. The main results of the research indicate that the course is seen by management students as a way of opportunity in the labor market and career advancement. However, it also points to a competitive market, which requires that there be professional skills continuously. The study points out that there are demands which are partially assisted in the formation of managers, especially with regard to the practical aspect of the profession, resulting in a limited view of academics in relation to functions and administrator possibilities of action today.

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O núcleo central da representação social de estagiários(as) do curso de Pedagogia/UERN acerca da docência

Revista Principia - Divulgação Científica e Tecnológica do IFPB ◽

10.18265/1517-0306a2020v1n52p157-168 ◽

2020 ◽

Vol 1 (52) ◽

pp. 157

Author(s):

Antônia Maíra Emelly Cabral da Silva Vieira ◽

Elda Silva Do Nascimento Melo

Keyword(s):

Teaching And Learning ◽

Word Association ◽

Social Representations ◽

Rio Grande ◽

Social Representation ◽

Central Nucleus ◽

Font Size ◽

The Social ◽

Central Elements ◽

Free Word

This study is part of the master’s dissertation entitled “The social representation of interns of the Education course about teaching” presented to the postgraduate program in Education of the Federal University of Rio Grande do Norte (UFRN). The research seeks to identify the social representation of interns of the Education course at UERN about teaching. We present the results of the evaluation of the TALP (Free Word Association Technique), analyzed in the light of the Theory of Social Representations (MOSCOVICI, 1978) and the Central Nucleus Theory (ABRIC, 1998) with the help of EVOC software and the technique of content analysis (BARDIN, 2011) that allowed us to visualize the central nucleus of the social representation of teaching. The results contemplate regularities that helped us to perceive that the subjects of the research construct a social representation of teaching, rooted in the central elements as: love, dedication, teaching and learning.

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Common sense, science and social representations

Public Understanding of Science ◽

10.1088/0963-6625/2/3/001 ◽

1993 ◽

Vol 2 (3) ◽

pp. 189-204 ◽

Cited By ~ 44

Author(s):

Robert M. Farr

Keyword(s):

Common Sense ◽

Sociology Of Knowledge ◽

Social Representations ◽

Social Representation ◽

Human Sciences ◽

Health Issues ◽

The Social ◽

The Media ◽

Understanding Of Science ◽

French Tradition

The theory of social representations is perfectly suited to the empirical investigation of the public's understanding of science. A sharp distinction is drawn between a scientific theory and its social representation corresponding, respectively, to the contrasting worlds of science and of common sense. Representations of science are to be found in the media as well as in people's minds and need to be sampled and studied in both locations. Moscovici initiated this French tradition of research with his study, in the late 1950s, of psychoanalysis. It is a sociological form of social psychology with close affinities to the sociology of knowledge. The applicability to the natural sciences of a theory developed in relation to the social and human sciences is discussed. The views of Moscovici and of Wolpert are compared and contrasted, especially in regard to the relations between science and common sense. It is argued that the study of social representations is a form of social science that natural scientists need to take seriously if their advice to governments is to become more effective. This is discussed in relation to such health issues as the purity of water and the conduct of government-sponsored campaigns to contain the spread of HIV/AIDS as well as in regard to the wider issues of threats to the ecosystem.

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Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

Swiss Journal of Psychology ◽

10.1024//1421-0185.61.1.34 ◽

2002 ◽

Vol 61 (1) ◽

pp. 34-44 ◽

Cited By ~ 8

Author(s):

Eric Tafani ◽

Lionel Souchet

Keyword(s):

Higher Education ◽

Social Representations ◽

Cognitive Restructuring ◽

Social Representation ◽

Two Dimensional ◽

Dimensional Model ◽

Social Actions ◽

The Social ◽

Two Dimensional Model ◽

Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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Social Representations and Commitment

European Psychologist ◽

10.1027/1016-9040/a000317 ◽

2018 ◽

Vol 23 (3) ◽

pp. 233-249 ◽

Cited By ~ 4

Author(s):

Eric Bonetto ◽

Fabien Girandola ◽

Grégory Lo Monaco

Keyword(s):

Social Representations ◽

Social Representation ◽

Second Line ◽

Review Of The Literature ◽

First Line ◽

Research Perspectives ◽

The Social ◽

Bibliographic Search ◽

English Articles

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.

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Knowledge About Family and School Contribution in Academic Achievement: The Context of Schooling and Social Representations in India

Journal of Education ◽

10.1177/00220574211025977 ◽

2021 ◽

pp. 002205742110259

Author(s):

Chetan Sinha

Keyword(s):

Academic Achievement ◽

Representation Theory ◽

Common Sense ◽

Social Representations ◽

Social Representation ◽

Social Representation Theory

The present paper critically examined the available research on role of family and school contribution in academic achievement and explored their social representations. People adaptation with the prevalent notions and thinking beyond the boundary of common sense is required to explain multidimensional picture of any attribute. Previous research applied social representation theory to understand educability, intelligence, academic achievement and failure, and teachership. This article showed a polysemic understanding of family and school contribution where roles and identity matters.

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Understanding professional distress through social representations: Investigating the shared experience of healthcare social workers in Canada

International Social Work ◽

10.1177/0020872820967428 ◽

2021 ◽

pp. 002087282096742

Author(s):

Lilian Negura ◽

Maude Lévesque

Keyword(s):

Social Workers ◽

Subjective Experience ◽

Social Representations ◽

Social Representation ◽

Front Line ◽

Shared Experience ◽

Organizational Contexts ◽

Workplace Experiences ◽

The Social ◽

Canadian Provinces

Our study sought to refine our understanding of professional distress by examining the experience of healthcare social workers in the following three Canadian provinces: Manitoba, Ontario and New Brunswick. Thirty semi-directed interviews were conducted to explore the social workers’ social representation of professional distress and its ties to professional identity and growing organizational constraints. Attitudes, work–life imbalances, and negative workplace experiences were found to increase the subjective experience of distress. Current psychosocial and organizational contexts of front-line practitioners are contributors to their professional distress, a matter further exacerbated by the misrepresentation of social work by colleagues and service beneficiaries.

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Pluralism in Education and Education in Pluralism

Journal of Education ◽

10.1177/002205749818000306 ◽

1998 ◽

Vol 180 (3) ◽

pp. 67-84

Author(s):

Stanley L. Jaki

Keyword(s):

Social Sciences ◽

Common Sense ◽

Natural Sciences ◽

Trojan Horse ◽

Religion And Theology ◽

The Social ◽

Fundamental Understanding ◽

Rational Thought ◽

Scientific Ideas ◽

Theology And Philosophy

The physicist and historian and philosopher of science Stanley L. Jaki first notes that the word “pluralism” has become a euphemism or Trojan horse for relativism. Valid, sound pluralism ought to entail an education in the plurality of subject matters and a respect and understanding for their separate, irreducible integrities and also their rational relatedness to one another. A non-relativist epistemology of universal validity and scope underlies and relates all the great bodies of knowledge and learning—the natural sciences, the social sciences, the humanities, religion and theology, and philosophy itself. Unfortunately the term “pluralism” as now commonly used has confused or obscured this fundamental understanding, the invaluable legacy of rational thought since Plato. The misunderstanding of Einstein's conception of relativity is particularly damaging but typical of the misuse of modern scientific ideas by thinkers in other fields; Einstein's idea of relativity is unfortunately named, as it has nothing to do with epistemological or moral relativism, for neither of which it provides any warrant. All the subsets of rationality—the plurality of subject matters—comprise the universal set of rationality itself, a fact that Plato well understood and that needs to be understood today—perhaps now more than ever. Education need to safeguard and develop the invaluable common-sense human intuitions of the true and good as universal realities.

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The representations of adolescents about gynecological consultation

Revista da Escola de Enfermagem da USP ◽

10.1590/s0080-623420140000300008 ◽

2014 ◽

Vol 48 (3) ◽

pp. 438-445 ◽

Cited By ~ 2

Author(s):

Vera Lúcia de Oliveira Gomes ◽

Adriana Dora da Fonseca ◽

Denize Cristina de Oliveira ◽

Camila Daiane Silva ◽

Daniele Ferreira Acosta ◽

...

Keyword(s):

Sexual And Reproductive Health ◽

Social Representations ◽

Low Frequency ◽

Social Representation ◽

Contextual Analysis ◽

Central Nucleus ◽

Treatment Results ◽

Education Professionals ◽

The Social ◽

Qualitative Descriptive

Objective: To analyze the social representation of adolescents about gynecological consultation and the influence of those in searching for consultations. Method: Qualitative descriptive study based on the Social Representations Theory, conducted with 50 adolescents in their last year of middle school. The data was collected between April and May of 2010 by Evocations and a Focal Group. The software EVOC and contextual analysis were used in the data treatment. Results: The elements fear and constraint, constant in the central nucleus, can justify the low frequency of adolescents in consultations. The term embarrassment in the peripheral system reinforce current sociocultural norms, while prevention, associated with learning about sex and clarifying doubts, allows to envision an educative function. Obtained testimonies in the focal groups exemplify and reinforce those findings. Conclusion: For an effective health education, professionals, including nurses, need to clarify the youth individually and collectively about their rights to privacy, secrecy, in addition to focus the gynecological consultation as a promotion measure to sexual and reproductive health.

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