Abstract

CHAMON, Edna Maria Querido de Oliveira; MIRAGAIA, Suellen Patareli  and  MONTEIRO, Patrícia Diana Edith B. de S. e Camargo Ortiz. Narratives and social representation: elementary school teachers and school failure. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1144-1161.  Epub Oct 01, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds09.

The article presents a proposal for the use of narrative inquiry in analysis of social representations, illustrating this potential dialogue through a study in education. It seeks to apprehend the social representations of teachers about the age-grade discrepancy and school failure. As social representations circulate in communication and are socially constructed, they can reveal themselves in the narratives of the researched subjects. The study was carried out with 14 teachers of elementary education, seven of Mathematics and seven of Portuguese, from a micaunicipal public network in the State of São Paulo, Brazil. These teachers worked on a learning recovery program with students from the 6th to the 9th grade. The narratives were constructed based on individual semi-structured interviews whose central question was about how the students with an age-grade discrepancy were perceived by teachers and how the recovery program was carried out. The analysis of the interviews incorporated the schemes of study with narratives, seeking to identify stories and contextual materials, and to reconstruct the broad meaning of these stories in the form of major themes that organize social representations. The results obtained point to a logic of exclusion in which the school is viewed positively, and school failure - represented here by the age-grade discrepancy and its consequences - is caused by an unstructured family and a student who lacks commitment or interest.

Keywords : Age-grade discrepancy; Learning recovering program; Social representations; Narratives; Elementary school teachers.

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