Abstract

DONATO, Sueli Pereira; ENS, Romilda Teodora  and  PULLIN, Elsa Maria Mendes Pessoa. Teacher’s professionalism of elementary school in the Social Representations of Pedagogy students. R. Educ. Públ. [online]. 2020, vol.29, e9029.  Epub Nov 17, 2020. ISSN 2238-2097.  https://doi.org/10.29286/rep.v29ijan/dez.9029.

The objective of this study was to analyze the elements of professionalism present in the social representations of students completing the pedagogy course in the elementary school. The option for a qualitative study endorsed in the Theory of Social Representations and articulated to the Central Core Theory, in a plurimethodological bias, allowed the prototypical analysis with the data produced by the evocations of 165 participants, confirmed by the Similitude Analysis. The constituted professionalism prioritized two of the five dispositions indicated by Nóvoa (2009): “pedagogical tact” and “knowledge”, requiring a (re)adaptation to the historical space/time in teaching professional exercise.

Keywords : Social representations; Teachers’ professionalism; Elementary school.

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