Resumen

DOMINGOS, Silvio Duarte  y  CASTRO, Monica Rabello. Social representations of professors regarding the practice of the Basic Education teachers. Educ. Puc. [online]. 2017, vol.22, n.2, pp.299-315. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-20172202000010.

The training and professionalization of school teachers are themes that have become increasingly discussed by researchers in Education, whose studies about the preparation of the future teachers have contributed to improve their training. The aim of this article was to investigate the social representations that teachers, graduated in Pedagogy, have concerning the teacher practices in Basic Education. We decided to use the procedural approach of social representations combined with argumentative analysis as the theoretical-methodological framework. Data were collected through semi-structured interviews, inductions of metaphors and video recordings. Ten university professors of Pedagogy participated in the study. The results show signs of transformation in their representations due to the changes in their professional practices, caused by the perception of change in the profile of students who have been admitted to college. Their social representations of the teacher’s practice of the basic education are focused on the following elements: teaching and learning, giving attention, researching and studying. These professors support these elements based on the reflective teaching and dialogical practice. These views are identified in their discourse, for they repeated them, almost automatically, in situations when they are asked. As for the training processes, these professors have become role models for the improvement of Basic Education.

Palabras clave : University teacher; Teacher training; Teaching practices; Social representations..

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