Resumen

OGLIARI, Cassiano Roberto Nascimento; ENS, Romilda Teodora  y  PULLIN, Elsa Maria Mendes Pessoa. Social representations and education: a study on theses and dissertations in the period from 2016 to 2018 in Paraná-Brazil. Acta Educ. [online]. 2024, vol.46, n.1, e60056.  Epub 01-Mar-2024. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v46i1.60056.

This research has the aim to map the theses and dissertations produced in Graduate Programs in Education (PPGEs), with the SRT theoretical framework, in Paraná universities, in the period from 2016 to 2018, as well as to understand if they contemplate theoretical and methodological possibilities of the SRT. Through a ‘state of knowledge’ type research, we used the search tools available in the Theses and Dissertations Catalog of the Coordination for the Improvement of Higher Education Personnel (Capes), with the descriptor/expression ‘Social Representations’. The abstracts were submitted to textual analysis processing by Iramuteq: word cloud, similarity analysis and descending hierarchical classification. The results were analyzed based on philosophical hermeneutics (Gadamer, 1998), which allowed for interpretations and inferences with the theoretical support of SRT (Moscovici, 1978; 2003). From the lexical analysis, teacher, study and school were highlighted, whose focus is on the teacher, the student and the school, either because it is the locus of research, or because it is the place where studies can impact understandings/transformations of the school reality, since we infer that studies anchor social representations from the school context. The corpus presents theoretical and methodological aspects of SRT, territories of belonging and focus on the teacher. However, there are weaknesses, such as: lack of theoretical articulation with other areas of the educational field, including educational policies and teachers’ education, little diversification of data collection instruments and few inferences which reveal anchors. However, we infer the researchers' efforts to advance qualitatively.

Palabras clave : social representations theory; educational policies; teachers’ education..

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