Resumen

NASCIMENTO, Ivany Pinto; KIMURA, Patrícia Rodrigues De Oliveira  y  CARDOSO, Maura Lúcia Martins. Professional training and teaching practice: social representations of teachers in the basic education network. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1091-1117.  Epub 01-Oct-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds07.

This article aims to present the results of a study that deals with the social representations of teachers on the interrelationship between professional training and teaching pedagogical practice. The analyzed data focus on the dimension “Teacher training and practice: the teaching-learning process”, which corresponds to the clipping of an umbrella survey, entitled: “The factors that determine the permanence in teaching and the implications for work and contemporary challenges ”, with a qualitative approach, of the descriptive-analytical type, which composes a study developed with teachers from the state public school system in the city of Belém, in the state of Pará. The instruments used for data collection were the questionnaire and the semi-structured interview, applied to eighty-two teachers who work in high school classes. The treatment and systematization of information occurred through the technique of thematic analysis, proceeding the analyzes based on the theoretical assumptions of the theory of social representations (TRS), in the perspective of the procedural approach of Serge Moscovici (1978). The results highlight the following aspects: “Training, experience and teaching practice” and “Continued theoretical and practical improvement”. These aspects centralize the images-objectifications and the meanings-anchors attributed by the teachers participating in the research. Among the main implications arising from these representations, the need to restructure the training models is reaffirmed, as an essential aspect to improve the pedagogical practice of teachers and the development of the profession

Palabras clave : Social representations; Professional qualification; Pedagogical practice; Enhancement.

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