Resumo

MIRANDA, Camila Lima; PLACCO, Vera Maria Nigro de Souza  e  REZENDE, Daisy de Brito. The attributions of the "significant others" and the "generalized others" in the constitution of identity of students enrolled in a Chemistry teacher initial training course. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.41, pp.230-259.  Epub 15-Out-2018. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180076.

This article reports an investigation into the constitution of identity of students enrolled in a Chemistry teacher initial training course. Semi-structured interviews were conducted with four students of a university settled at São Paulo city (Brazil). All of them came from public High Schools. The dialogue between the social representations theory, in the Serge Moscovici´s perspective, and the one proposed by Claude Dubar refering to professional identity conducted the data analysis. The analysis was inspired by the Content Analysis techniques as proposed by Bardin, leading to two categories: (i) attributions of the "significant others" and (ii) attributions of the "generalized others", subdivided into subcategories: “Chemistry versus Education" and "Expectations of the other generalized others". The findings show that in relation to the "significant others", that their professional choices were not fully accepted by their relatives; they perceive a lack of acceptance even in the university context due to the teacher training undergraduate course underestimation and the fact that there are not enough attention to the undergraduate students´ profiles huge differences due mainly to the failure of the Brazilian public basic education system from which they came. In relation to the "generalized others", they feel expectations that differ from the social representation that this group built regarding teaching. The findings that constitute t this study data permit to understand the role exerted by the other's look on the identity constitution. It is through such a look that the subject can also recognize himself. We hope that the present study may contribute to a resignification of the initial teacher training, considering it as a diachronic construction, permeated by the social context, by the attribution of the others - whether significant or generalized - and by the social representations.

Palavras-chave : Chemistry Teacher certification; Professional Identity; Social Representation; Teacher.

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