Abstract

NOVAES, Adelina; SOUZA, Érika Kulessa de  and  SANT’ANNA, Paulo Afranio. Psychosocial perspectives for teaching practice: the development of a research strategy. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.946-961.  Epub Oct 01, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds01.

The systematic analysis of the productions related to the projects sheltered by the International Center for Studies on Social Representations and Subjectivity - Education (CIERS-ed) of the Carlos Chagas Foundation pointed to the need to develop a research that sought a contextualized understanding of social representations associated with the action of teachers. The Project "Psychosocial perspectives for teaching practice" was elaborated with the aim of expanding the possibility of establishing connections between social representations of educational objects and teachers' practices, from the consideration of different forms of language. Its ethnographic approach and its network configuration led to the elaboration of a protocol, consensuated with the 44 research groups associated to the Center. The process and the result of the creation of this document are presented in the article, which also aimed at discussing the challenges of carrying out a multi-site study and of aspiring to a analytical generalization with the conclusion of the Project.

Keywords : Social representations; Teaching practices; Ethnography; Analytical generalization.

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