Programa de Pós-Graduação em Educação
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Doctoral Thesis Representações sociais de docentes da educação profissional em saúde sobre envelhecimento e morte e suas repercussões na formação(Universidade Federal do Rio Grande do Norte, 2025-07-30) Almeida, Sheyla Gomes Pereira de; Andrade, Erika dos Reis Gusmão; http://lattes.cnpq.br/5466756553719735; Nóbrega, Danielle Oliveira da; Guimarães, Jacileide; Bosco Filho, João; Silva, Lenina Lopes SoaresNational reality reveals a demographic transition which quickly unfolds based on the perspective that the percentage of elderly people will surpass the percentage of children around the year 2031. Thus, this study aimed to analyze the social representations of professors of Health Professional Education field about aging and death, and its repercussions on the training of professionals for the field. The theoretical and methodological framework for this study was based on the Social Representations Theory as its main lens, in addition to classical and current exponents in the relevant literature. This is basic research, of the explanatory type, with a qualitative approach. The research locus was the School of Health of the Federal University of Rio Grande do Norte and its academic unit specialized in Health Professional Education, located in the central campus, at Natal/RN. The collection of data happened through an instrument of semi structured interview, with a previously elaborated script, during the months of August through November 2022. Twenty professors were interviewed, which teach in the three courses that prepare for direct assistance in health. Following the collection of data, we analyzed them in two different stages: the first one was composed of pre-analysis through floating reading of the interviews and the constitution of the analysis corpus; and the second stage consisted of the work of interpretation based on the Contextualization Spiral proposed by Arruda (2018c). The results brought light to two dimensions: dialogues about aging and death, and dialogues about the training of health professionals and their practice and at the Health Professional Education. In the first dimension, there was the unfolding of the social representation about aging and death, guided by the prerequisites of elaborating social representations, anchoring, and objectification. Aging was seen as a synonymous of old age, mainly characterized in their negative aspects, and death was seen as the loss and fear of the unbearable. The repercussions in the training at a high school level to deal with the demographic transition receive relevant impacts of the social representation, with everyday and scientific knowledge traversing this training. The presence of this biomedical assistance model is notable as a relevant guide in the training of health professionals which will subsequently be professors, echoing the same way of practicing while guides of technical-level professionals in the same field. We found social representation for aging to be a bio pathological condition, which may constitute as a plausible justification for the fact that the social representation of denial and social distancing regarding aging, and the fear of loss for death, reverberate in the maintenance of the emphasis on biological aspects for technical health training.Doctoral Thesis “O estágio no NEI é diferente!” Representações sociais de professores e graduandos sobre o estágio supervisionado de Pedagogia no Colégio de Aplicação da UFRN(Universidade Federal do Rio Grande do Norte, 2025-07-08) Almeida, Cibele Lucena de; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/5049408738861032; Llavador, José Beltrán; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Santos, Camila Rodrigues dos; http://lattes.cnpq.br/0838902670910946; Ribeiro, Cynara Teixeira; http://lattes.cnpq.br/1018577427983026; Carvalho Filho, Josué José de; https://orcid.org/0000-0002-3784-3242; http://lattes.cnpq.br/1765345771198509; Lima, Maria Aldecy Rodrigues de; https://orcid.org/0000-0003-1187-7783; http://lattes.cnpq.br/8470380326040678Since teacher training is one of the main indicators of quality education, and the supervised internship in Pedagogy is an important component of this training, reflecting on the quality of school-based practice has a direct impact on the work of both current teachers (practicing teachers) and future pedagogues (interns), as it allows them to experience and reflect, in a concrete and theoretical manner, on teaching, training, and learning. Given this panorama, and based on my own experiences as a teacher, supervisor, advisor, and coordinator of supervised internships at the Childhood Education Center, Colégio de Aplicação of the Federal University of Rio Grande do Norte, I chose the following guiding question: What are the social representations of the participants (interns, supervising teachers, and advisors) within the supervised internship in the Pedagogy course at NEI/CAp-UFRN? To answer this guiding question, the thesis aimed to investigate the social representations of interns, supervisors, and advisors involved in the supervised Pedagogy internship at UFRN’s CAp. The Theory of Social Representations is considered in a dual perspective in this research: as a theoretical foundation that informs our reflections, and as an analytical lens for interpreting the empirical data. To this end, we used the following procedures: in-person and participant observation, document analysis, field diary entries, semi-structured interviews, photography, socioeconomic questionnaires, and the Free Word Association Technique - TALP, and we took as a reference to identify and understand the social representations of the supervised internship in Pedagogy at an Application School the discussions of Abric (1998), Alcantud Díaz (2021), Beltrán, Martínez, and Gabaldón (2021), De Masi (2000), Farr (1994; 1998), Flament (2001), Freire (2019, 2015, 2001, 1979), Freire and Melo (2019), Jodelet (2015, 2001), Melo (2024), Morin (2000), Moscovici (2013, 2012), Pimenta (2012, 2010), Nóvoa (1997, 2009, 2017), UN (2015), Schön (1997), and Tardif (2013, 2005). The results show that the supervised Pedagogy internship at NEI-CAp is socially represented as a thoughtful and transformative training experience, characterized by horizontal relationships among the participants. The analysis reveals a core representation centered on the notion of formation, mainly associated with elements such as learning, opportunity, and experience. This constitutes a consensual and integrative social representation of the Pedagogy internship at NEI, confirming our thesis that a different school generates a different internship. Participants’ understanding of the distinctive aspects of the internship at a CAp included a critical dimension, particularly in relation to the challenges and limitations encountered. The tensions inherent in these practices may have implications for UFRN’s training program on two fronts: legitimizing the NEI experience as valuable learning, even if atypical; and encouraging students to extract inspiring skills and pedagogical principles, rather than dismissing the experience as unrealistic or idealized. It was found that the internship process is experienced as a space for the mutual construction of teacher identity, reinforcing the importance of institutional policies that foster dialogue between the university and the school. The research highlights the need to strengthen collaborative teaching, research, and extension actions that consolidate the Pedagogy internship as a core element in teacher education, reinforce NEI as a site for both initial and continuing education, and contribute to the re-signification of other public schools as shared territories for critical, innovative, creative, and sustainable practices.Doctoral Thesis As representações sociais dos supervisores pedagógicos acerca de suas funções e suas implicações no cotidiano escolar da educação básica em Mossoró/RN(Universidade Federal do Rio Grande do Norte, 2025-06-30) Soares, Sâmia Magaly Lima de Medeiros; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; http://lattes.cnpq.br/2980807032013975; Costa, Ademarcia Lopes de Oliveira; https://orcid.org/0000-0001-9570-6660; http://lattes.cnpq.br/3389381045338422; Ignácio, Patricia; https://orcid.org/0000-0003-2145-2957; http://lattes.cnpq.br/3042180832996423; Vieira, Antonia Maira Emelly Cabral da Silva; https://orcid.org/0000-0002-0136-4151; http://lattes.cnpq.br/5970736742395375; Silva, Lenina Lopes Soares; https://orcid.org/0000-0002-0517-4742; http://lattes.cnpq.br/1487610808390702The training in School Supervision, previously established as a specific qualification within the Pedagogy degree, was focused on preparing professionals to work in the management of educational processes in school institutions. However, this training model was discontinued in 2006, and currently, the Pedagogy program seeks to educate professionals for roles that extend beyond teaching, also encompassing management in both school and non-school contexts, without the need for fragmentation into specific qualifications. As a result of the transformations that have taken place in the educational landscape and the new demands of society, the concept of supervision has become polysemic. Initially tied to the idea of control and inspection of work, supervision has undergone—or is still undergoing—a process of resignification, acquiring contours oriented toward the coordination of pedagogical processes, shifting from a traditional and authoritarian model to a critical and democratic one. Based on this principle, the research aims to analyze the Social Representations of supervisors regarding their role. To achieve this goal, this explanatory research adopts a qualitative approach of a basic nature, using the semistructured interview as a data construction instrument, which allows for the analysis of the discourse of participants working in the role. The locus of the research consists of 10 (ten) public basic education schools linked to the 12th DIREC in Mossoró/RN, specifically at the stage of the early years of elementary education. The sample is composed of ten supervisors, two from each urban region of the city (North, South, East, West, and Center), and includes supervisors who work in this stage of education. The study is grounded in Serge Moscovici’s (1961) Theory of Social Representations, recognizing the importance of accumulated knowledge shaped by the experiences of social actors and the models of thought they receive, re-elaborate, create, and transmit through tradition, education, and communication. For data analysis, the theoreticalmethodological framework of the contextualization spiral (Arruda, 2014) was used, which examines the observed scenario as well as broader structural contexts (political, cultural, historical, socioeconomic, and others). The defended thesis is that the Social Representations of pedagogical supervisors in Mossoró/RN integrate the technicalnormative and collaborative dimensions of the role. These representations influence the practices of these professionals in daily school life, demonstrating that, although the qualification in School Supervision has been removed from the specific curricula of Pedagogy programs, the role remains active in schools. The representational field of pedagogical supervision is configured as a multitasking role, articulating different institutional demands oriented toward technical and collaborative support. These representations reflect the history and transformations of the field and guide practices that respond to institutional demands, reaffirming the relevance and complexity of the role in the school context.Doctoral Thesis Representações sociais e formação de professor indígena: um estudo no âmbito da Licenciatura Intercultural Indígena em Ciências Humanas da Universidade Estadual do Maranhão(Universidade Federal do Rio Grande do Norte, 2025-07-24) Cerveira, Marilia de Carvalho; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/4591717994588722; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Vieira, José Glebson; https://orcid.org/0000-0002-5546-1846; http://lattes.cnpq.br/0513632032515079; Silva, Katiene Symone de Brito Pessoa da; https://orcid.org/0000-0002-4707-7086; http://lattes.cnpq.br/2655772002844453; Carvalho, Conceição de Maria Belfort de; https://orcid.org/0000-0002-6234-527X; http://lattes.cnpq.br/7821541616565704; Tavares, Andrezza Maria Batista do Nascimento; https://orcid.org/0000-0001-6857-7947; http://lattes.cnpq.br/5187018279016366Study on the social representations (SR) of “being a teacher” within the scope of the Indigenous Intercultural Degree (Liebi) in Human Sciences at the State University of Maranhão (Uema) with students/interlocutors of the Canela and Guajajara ethnic groups. It identified the elements that constitute the SR hierarchically; the functions they perform in the process of constituting the SR and verified how they impact the praxis of those teachers. It used as a reference the Theory of Social Representations: Moscovici (1978, 2001, 2012) and Jodelet (1984/1986, 2001, 2014); and the Theory of the Central Nucleus based on theorists Abric (1998), Flament (1989), Sá (1996a, 1996b, 1998). It carried out bibliographic research on the theories and training of indigenous teachers; and the documentary in the legal contributions that reference the schooling and training of indigenous teachers. It highlighted that the previous experience of the nonindigenous teacher trainer made it possible for the insertion of the researcher in the locus of investigation and guided , through participant observation, the production of ethnographic records; the application of data production instruments – the Free Word Association Technique (Talp) and semi-structured interviews; and directed the comprehensive reading of the information in light of strategies proposed by Bardin (2020). It concluded that the group's social thinking about BEING A TEACHER is rooted and consolidated in “TEACHING” and indicates that those interlocutors have a positive image of the profession and recognize its importance for their communities. It highlighted that that representation is anchored in the conception of indigenous education centered on particular forms of production and transmission of knowledge. The other constituents refer to the more individualized aspects of the RS, ratify the positive image they have of the profession and guide the praxis of those teachers. Finally, he highlighted the importance of higher education institutions that already offer those degrees creating specific access policies in postgraduate courses at the master's and doctoral level for graduates of those degrees, so that they can continue the training process and assume, also in higher education, the dialogue and mediation between knowledge in courses aimed at their communities.Doctoral Thesis Representação social de psicólogos sobre sua prática profissional no atendimento/apoio aos discentes no Campus Central da UFRN(Universidade Federal do Rio Grande do Norte, 2025-04-25) Melo, Kesia Cristine; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; http://lattes.cnpq.br/1200817737289159; Ribeiro, Cynara Teixeira; http://lattes.cnpq.br/1018577427983026; Nóbrega, Danielle Oliveira da; https://orcid.org/0000-0002-0245-6533; http://lattes.cnpq.br/1810698343144565; Lira, André Augusto Diniz; https://orcid.org/0000-0001-9398-507X; http://lattes.cnpq.br/8891017471432810; Soares, Júlio Ribeiro; https://orcid.org/0000-0002-3288-7756; http://lattes.cnpq.br/8600246395844649This study is a basic research project with a qualitative approach, whose main objective is to understand the social representations of psychologists working in student support services at the Federal University of Rio Grande do Norte (UFRN). It was developed based on my reflections on my professional experience as a psychologist at the Student Support Center (NADis) of the Center for Applied Social Sciences (CCSA) at UFRN, where I have worked since 2013, when the center was established. The creation of this center coincided with a period of expansion in public higher education institutions, during which a diversification of the student body and their needs became evident. Thus, understanding the professional practice of psychologists in these centers through the lens of Social Representations Theory allows for an analysis of their role both in the teaching-learning process and in their broader social function - especially as the psychology profession marks its 60th anniversary in Brazil. The central premise of this dissertation is that the "new" professional practice of psychologists in higher education reflects a blending of different areas of activity, making it impossible to classify their work under a single domain. Empirical data were collected through semi-structured interviews and analyzed using Arruda’s (2005) Contextualization Spiral approach. The study included fourteen psychologists working in student support services on the main campus. The findings reveal representational patterns within the group regarding their professional roles, highlighting two dimensions of social representation: Psychologist as a Professional and Psychologist in Practice. These dimensions emphasize the influence of clinical listening in their work and the reinvention of professional practices in response to this emerging field. The results also open up an initial discussion about psychological practice in higher education as a potential new specialty recognized by the Federal Council of Psychology (CFP).Doctoral Thesis O ensino da matemática por pedagogos: a formação continuada como instrumento de desfamiliarização das representações sociais(Universidade Federal do Rio Grande do Norte, 2024-12-03) Oliveira, Mariana Antunes Medeiros de; Andrade, Erika dos Reis Gusmão; Kranz, Cláudia Rosana; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; http://lattes.cnpq.br/8738083721071162; Costa, Ademarcia Lopes de Oliveira; Nacarato, Adair Mendes; Lira, André Augusto DinizPensar em como ofertar um ensino da matemática que oportunize a compreensão dos conteúdos de maneira significativa, reflexiva e agradável tem se constituído um enorme desafio da educação brasileira, e tem demandado esforços de pesquisadores e instituições formadoras. Nosso estudo constitui uma investigação que vem ofertar possibilidades de contribuir com o saber/fazer de professores pedagogos com o ensino da matemática. Tivemos como objetivo analisar como a formação continuada pode contribuir para o ensino da matemática desenvolvido pelos pedagogos que atuam no ensino fundamental e para a reconfiguração das representações sociais sobre o ensino da Matemática. Para tanto desenvolvemos pesquisa de natureza qualitativa, com metodologia vinculada a pesquisa-ação visto que pressupomos a necessidade de transformação e criação de estratégias para superar os obstáculos identificados, entre eles práticas profissionais fundamentadas em representações sociais advindas do processo de escolarização dos professores. Desenvolvemos um curso de formação continuada, com duração de 1 ano letivo, que objetivou ressignificar as representações sociais dos professores/pedagogos sobre o ensino da matemática. A formação foi fundamentada na Educação Matemática e o uso de suas tendências e contou com a participação de 6 professores da rede estadual de ensino do Rio Grande do Norte, que além de participar dos encontros formativos, tiveram momentos de planejamento coletivo e acompanhamentos de suas práticas. A produção dos dados foi feita pela gravação dos encontros formativos, que contemplaram momentos para discussão na metodologia do grupo focal, e o diário de campo tantos dos encontros do curso, como dos encontros práticos ocorridos nas escolas. Os dados indicaram contribuições significativas para a prática docente na qual a formação é fundamentada na Educação Matemática e dada num contexto de práxis.Doctoral Thesis Representações sociais acerca do Programa de Tutoria da UFRN: contribuições à integração e permanência de estudantes no Ensino Superior(Universidade Federal do Rio Grande do Norte, 2024-08-16) Tintin, Ricelle Fernandes Queiroz; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/9461463957702548; Melo, Francisco Ricardo Lins Vieira de; Lopes, Gabriela Lucheze de Oliveira; Antunes, Katiuscia Cristina Vargas; Vieira, Antonia Maira Emelly Cabral da SilvaAmong the various teaching programs that exist in the field of undergraduate studies at the Federal University of Rio Grande do Norte (UFRN), our research is focused on the Tutoring Program. This is a teaching program that offers support to groups of students with low academic performance, prioritizing new students and seeking to consolidate their adaptation to higher education. In this context, the teaching projects that make the Tutoring Program a reality are composed of teaching staff, technicaladministrative staff and undergraduate students in their operational teams, having undergraduate students as their target audience. Given that it is one of the most recently implemented teaching programs at UFRN, institutionalized in October 2018 and currently being expanded, we identified some pertinent questions. What is the participants' social representation of the Tutoring Program? How does this representation interfere in the achievement of the program's objectives, especially with regards to the perspective of integration and permanence of students in higher education? To address our research questions, we adopted a theoreticalmethodological framework aimed at analyzing the social representation of the UFRN Tutoring Program held by the participants. In the course of the research, we established relationships with the objectives of tutoring, examining how its execution, procedures and understanding of the program itself have been operationalized. The methodology used consisted of literature review and field study, adopting a qualitative approach. From a theoretical-methodological point of view, we employed the Social Representations Theory (SRT), which seeks to analyze a social phenomenon or object from the collective angle, based on authors such as Moscovici (2003) and Jodelet (2001). From the empirical point of view, we used the Word Association Technique (WAT), questionnaires, semi-structured interviews and reflective groups as data collection tools. For the analysis, we used the Central Core Theory (Abric, 2000), Content Analysis (Bardin, 2011) and the Representational Spiral System (Melo, 2024). As a result of this investigation, it was possible to learn about elements of the participants' representations and conclude that they see the Tutoring Program as an instrument to help in the teaching-learning process and to welcome students into higher education, despite some discrepancies observed as a result of the anchoring process. These findings allowed us to provide a critical analysis at the way the program was run and propose the construction of a guide. As such, we seek to contribute in order to enhance and improve the Tutoring Program, thereby making the integration and permanence of students in higher education more and more feasible.Master Thesis Representações sociais dos docentes do curso de Ciências Biológicas da UFCG sobre as tecnologias digitais(Universidade Federal do Rio Grande do Norte, 2024-12-10) Gomes, Flávia Albuquerque; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; https://orcid.org/0000-0001-6972-3061; http://lattes.cnpq.br/5806628283996738; Costa, Ademarcia Lopes de Oliveira; Cunha, Marlecio Maknamara da SilvaThis research focuses on teaching in higher education and falls under the study area of Education, Pedagogical Practices, and Curriculum. It's linked to the Graduate Program in Education at the Federal University of Rio Grande do Norte. We used Serge Moscovici's Theory of Social Representations (1961) as the theoreticalmethodological approach, which examines how knowledge is constructed and shared between groups of subjects in everyday life and its repercussion on interaction based on interpersonal communications, seeking the interpretation of reality and the understanding of social phenomena. We chose to engage with professors of the Biological Sciences Bachelor's degree course at the Federal University of Campina Grande (UFCG). The course is offered at three campuses: Cajazeiras, Cuité, and Patos. Our premise is the social representation of digital technologies and their contribution to the educational process for these professors. This led to our research question: “How are the social representations of digital technologies constituted for the professors of the Biological Sciences Bachelor's degree course at UFCG?” Our general objective was to analyze these social representations of digital technologies are constituted by the UFCG Biological Science Degree professors at the three UFCG campuses. Specifically, we aimed to understand the professors’ views on digital technologies, categorize the contents of their social representations linked to digital technologies, and identify the most commonly used digital technologies as methodological tools. Our research, conducted with a qualitative approach, involved fieldwork. We collected information through profile questionnaires and semi-structured interviews, analyzing the data using Arruda's Contextualization Spiral approach (2005) within the Theory of Social Representations framework. The findings revealed three dimensions of social representations of digital technologies: 1) distance learning, 2) devices with internet and tools and 3) technology as a didactic resource. We noted that while professors acknowledged their limitations in using digital technologies as a tool in their classes, their social representations are shaped by their personal and professional learning experiences, influenced by recent technological innovations in this decade. We observed that, by naturalizing the contents of social representations, they revealed the image of the computer as a social representation of the concept of devices with internet and tools. Furthermore, after the Covid-19 pandemic, professors reported that they continue to use some technological tools as teaching support in their primarily expository classes, especially messaging applications and Google tools. In this way, we were able to see the reproduction of the same practices, using only new technological means.Doctoral Thesis Representações sociais de enfermeiros/as docentes acerca da docência na perspectiva da integralidade do cuidado(Universidade Federal do Rio Grande do Norte, 2024-09-30) Soares, Aline Samara Dantas; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/4999632255340285; Pinto, Antonio Germane Alves; Ribeiro, Cynara Teixeira; Oliveira, Francisca Clara Paula de; Almeida Júnior, José Jailson deThis thesis concerns the object of study “social representations of nurses/teachers about teaching for comprehensive care”. In this sense, its general objective was to: investigate the social representations of nurses/professors regarding teaching in Higher Nursing Education, from the perspective of comprehensive care. And, as specific objectives: (1) outline a teaching profile regarding teaching for comprehensive care; (2) characterize teaching knowledge and practices regarding teaching for comprehensive care; and (3) discuss challenges related to teaching for comprehensive care, in the context of the teaching practice of nursing professors who work in Higher Nursing Education. Methodologically, the research is qualitative in nature (Moscovici, 2012). To obtain the data to be presented and analyzed, the following were used: the Free Word Association Technique (TALP), as part of a questionnaire; the semi-structured interview, using a semi-structured form; and documentary research, including the Institutional Development Project (PDI), the Nursing Course Pedagogical Project (PPC), the National Nursing Curricular Guidelines (DCN) of 2001, the General Regulations of the Teacher Training Center (NFD) and subject plans made available by the Coordination of the Undergraduate Nursing Course during the data construction period. Its theoretical-methodological reference was the Theory of Social Representations (Moscovicci, 2012), the Central Nucleus Theory (Abric, 1998; Sá, 1996), the Representational Spiral System (Arruda, 2002; Melo, 2024) and Analysis of Content (Bardin,2011). The entire experiment was built at the Regional University of Cariri (URCA), Crato – CE campus. Commitment and interdisciplinarity were the central core elements of the social representation of the participants in this research regarding teaching for comprehensive care. This representation is associated with the perception of the demand for teaching comprehensive care, by the admission of the human being as holistic, by the relationship given to teaching-learning contents from an interdisciplinary perspective, and by the value given to action and reflection in the student training process, by valorization of a health care model centered on the human person and not on their illness, as well as the admission of the need to teach the Nursing Process as a peculiarity of the nurse's knowledge. Regarding teaching practices for comprehensive care, it is inferred that the subjects' commitment related to the object of study is in the process of practical teaching and in Health and Extension services, through which the aim is to stimulate reflections on comprehensive care through problematization of realities in the teaching-learning of nurses' collaborative and autonomous practices. Teaching for comprehensive care presents challenges linked to the demands of compatible didactic-pedagogical training, effective teaching-learning of comprehensive care under an integrated curriculum, and more teaching dialogue to strengthen interprofessionality, interdisciplinarity for coherence between care plans discipline and Course Pedagogical Project, which emphasizes student training oriented towards comprehensive care, located in a critical rather than technical rationality.Doctoral Thesis A Sociologia na escola: considerações a partir das representações sociais de estudantes do ensino médio no município de Natal/RN(Universidade Federal do Rio Grande do Norte, 2024-03-27) Oliveira, Sheyla Charlyse Rodrigues de; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/9242114944135098; Vieira, Antonia Maira Emelly Cabral da Silva; Ribeiro, Cynara Teixeira; Santana, Gilmar; Lima, Maria Aldecy Rodrigues de; Maciel, Silvana CarneiroVisiting the commonplace of curricular intermittence that surrounds the teaching of Sociology in basic education is inevitable, especially when the proposal is to think about what images high school students construct about this subject. This instability, which is intertwined with the history of the subject in basic education, has led to a series of problems ranging from the design of a minimum curriculum for sociological teaching, to discussions about textbooks and the role of secondary education itself in this process. We questioned 149 third grade high school students in the municipality of Natal about their representations of the subject of Sociology. To talk about the curricula of basic education, how secondary education is conceived in them, how its teachers are being trained and the space that Sociology occupies in this scenario is to locate the process of construction of the image of this discipline by these young people. The theoretical-methodological framework used was mainly Serge Moscovici's Theory of Social Representations (TRS) (2012; 2013). Data was collected using the Free Word Association Technique (FWA), followed by the organization of this data into representative dimensions based on Laurence Bardin's Content Analysis (2011), which continued with the structuring of this data in the Representational Spiral System (SER), developed by Elda Melo (2019), in accordance with the Structural Approach proposed by Jean-Claude Abric (1999). As such, this research focused its discussions on the litigies surrounding teacher training, the secondary school curriculum and its changes, as well as social representations, correlating these conceptual dimensions. Regarding student representations, the data shows that high school students establish a relevance to the subject of Sociology, which is organized around the indispensability of this subject.The discourse on the relevance of Sociology as a school subject is produced in a reality that is dissonant with what students construct and it is in this context that we argue that the production of this social representation is based on a Themata (MOSCOVICI, 2012). Based on the results of this work and a survey of previous research dealing with the teaching of Sociology and social representations from the student perspective, we maintain that the positive view granted to this chair has as its source idea a Theme that concerns a crisis in Brazilian education and the issues underlying this process, such as a critical/noncritical education, an emancipatory/conservative education, antinomies that involve educational conceptions and, consequently, teacher training, curriculum, subject and society. Sociology emerges as an important subject, because the students' social representations are based above all on the understanding that, in the face of this historical scenario of educational crisis, this subject is a crucial tool in the rational and critical understanding of this reality.