Resumo

MIRANDA, Camila Lima; PLACCO, Vera Maria Nigro de Souza  e  REZENDE, Daisy de Brito. The social representations of teaching and the identity constitution of bachelor's degree students in Chemistry. Rev. Educ. Questão [online]. 2019, vol.57, n.54, e18085.  Epub 10-Fev-2020. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2019v57n54id18085.

This study has investigated the social representations about teaching and has analyzed their influences on the constitution of the professional identity bachelor's degree in Chemistry students. The data were interpreted through the dialogue between two theories: the social representations, from Serge Moscovici's perspective, and the professional identity of Claude Dubar. Being a teacher for this social group is related to personal fulfillment, intrinsically linked to motivation, autonomy, innovation, affection towards students and the need to listen to them. The construction of the teaching professional identity of this social group is marked by the experiences to which they had access, so they understand themselves constituting themselves professionally over time. In this movement, they deny some of the characteristics that they glimpse at their former teachers, such as the lack of planning of the classes, and re-signify their observations as interns, seeking to associate Chemistry with the immediate context of students, through a contextualized and interdisciplinary approach.

Palavras-chave : Bachelor's degree in Chemistry; Professional identity; Teacher; Social representation.

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