As representações sociais de professores supervisores do estágio supervisionado do curso de pedagogia da UERN acerca da docência

Abstract

Teaching is constituted in educational work, carried out from interactive practices of epistemological, social, cultural and professional basis. The understanding of the term that underlies this work goes beyond the view of the teaching profession as a technical and reductionist action, which sees the teacher only as an task executor. Above all, we recognize that, in order to work in Basic Education and / or Higher Education, the teacher needs specific training that allows interaction with the basic knowledge of pedagogical practice. Considering these premises, we aim, with this thesis, to identify the social representation of academic supervising professors and field supervising professors who accompany students of the Pedagogy course in Supervised Internship at the State University of Rio Grande do Norte (UERN) about teaching. From the point of view of the theoretical-methodological foundation, we rely on the Theory of Social Representations (MOSCOVICI, 1978, 2012), evidenced in the structural approach of the Theory of the Central Nucleus (ABRIC, 1998, 2001). To understand the knowledge expansion about our study, we used bibliographic research and literature review. In order to enter the locus of the research, we made a brief analysis of the Pedagogical Project of the Pedagogy course at UERN, Central Campus. From the empirical point of view, we applied the Free Word Association Technique with two groups of subjects that make up the research: professors supervising the field; academic supervising professors. These data were analyzed from the inferences (BARDIN, 2011) and organized in the pattern of Spiral of Senses, developed by Elda Melo (2019). We still use the focus group technique with field supervising teachers, based on the categorization by semantic criteria, through analysis descriptors (BARDIN, 2011). We conducted a semi-structured interview with the group of academic supervising professors, categorizing the data by means of referents (BARDIN, 2011). The results were analyzed by groups, allowing us to observe the presence of distinct social representations, but with traces in both symbolic designs on the image of teaching in the context of performance. We conclude, therefore, that the social representation of the investigated groups is related to the training process and life history, as well as their interlocutions with the knowledge of experience (JODELET, 2015), which are based on the relationship between scientific knowledge and common sense.