Melo, Elda da Silva NascimentoSantos, Camila Rodrigues dos2023-08-172023-08-172023-02-28SANTOS, Camila Rodrigues dos. Representações sociais sobre ser docente: a formação continuada como vetor de mudanças no fazer docente nos contextos do Brasil e da Espanha. Orientador: Elda da Silva Nascimento Melo. 2023. 325f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2023.https://repositorio.ufrn.br/handle/123456789/54524Investigating the contributions of the studies on Social Representations Theory (SRT) to the teaching practice has as its epistemological foundation the conception that the knowledge is a human construction based on the individual and group view of a specific group in a determined social organization and of the historical traces of this group and of its members individually. Hereupon, this research aimed to analyze the social representation of a group of teachers about the “being a teacher”, from the interface between the Social Representations Theory (SRT) and the own representation of the group as a social phenomenon and its implications on the “teacher doing”, through a continuing education course. This investigation was born from the studies elaborated in the scientific initiation, during the participation in Research Projects on the Line of Research “Education, Representations and Teacher Training”, part of the Postgraduate Program in Education from the Federal University of Rio Grande do Norte (UFRN). Also contributed to this study, researches related to teacher training and continuing education, the educational public policies and the teaching practice, associated with the assumption that the studies related to SRT reveal a knowledge of the researcher about herself as a “teacher being”. Such knowledge provided changes in her own teacher doing and for this reason the writing is inspired by the autoethnography. To develop the research, it was used as theoretical-methodological support: the SRT, defended by Moscovici (1961), Jodelet (2001, 2011) and Sá (1996, 1998); the Central Core Theory (CCT), elaborated by Abric (1996, 1998) and held by Melo (2009, 2022); and Freire’s Philosophy of Education (1979, 1997, 2000, 2019). By reviewing the literature and the state of art, it was searched in Thesis and Dissertations CAPES/MEC Database about the usage of representations in continuing education. Thus, it was noticed the lack of studies in this regard, signaling that the proposition of this research is innovative and it can contribute to the rethinking of teacher training. As an action research in SRT, the methodological route involved three educational institutions, which constitute the research locations, and 45 teachers from Brazil and Spain who work in the public educational system. The construction of data was made through the Technique of Free Association of Words (TALP) and a socioeconomic questionnaire. After analyzing the data, we returned to the educational institutions researched to promote the Dialogical Reflective Meetings (DRMs). To analyze and interpret the generated information, collected in two phases, it was assumed a qualitative perspective. Firstly, the data from the TALP was analyzed in the Representational Spiral System (SER) and in the Content Analysis (BARDIN, 2011). Then, in the second phase, the analysis was done through the description of the meetings and the triangulation of this information with the theoretical foundation and empiricism. The results revealed that this research evoke a new look to the teacher continuing education training in its relation to the practice, that starts in the symbolic dimension concerning the SRT and that it brings subsides to the promotion of the debates that allow the rethinking of your own teacher doing in the teacher training courses and in the continuing education courses.Representações sociaisSer docenteFormação continuadaPesquisa-açãoAutoetnografiadoctoralThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO