<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592018000400861</article-id>
<article-id pub-id-type="doi">10.18593/r.v43i3.16423</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Do tradicional ao contemporâneo: representações sociais do professor construídas por alunos]]></article-title>
<article-title xml:lang="en"><![CDATA[From traditional to contemporary: social representations of the teacher built by students]]></article-title>
<article-title xml:lang="es"><![CDATA[De lo tradicional al contemporáneo: representaciones sociales del profesor construidas por alumnos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vale]]></surname>
<given-names><![CDATA[Silvia Fernandes do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Regina Heloisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Sônia Wan Der Maas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Fortaleza (Unifor) Laboratório de Estudos sobre Trabalho (LET) do Programa de Pós-graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Fortaleza (Unifor) Programa de Pós-graduação em Psicologia e Coordenadora do Laboratório de Estudos sobre Trabalho (LET) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Fortaleza (Unifor) Membro do Laboratório de Estudos sobre Psicanálise Cultura e Subjetividade (LAEPCUS) do Programa de Pós-graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>3</numero>
<fpage>861</fpage>
<lpage>890</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000400861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000400861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000400861&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Esta pesquisa teve por objetivo caracterizar as representa&#231;&#245;es sociais constru&#237;das pelos alunos do ensino fundamental acerca do professor. Participaram do estudo 75 alunos do ensino fundamental da rede p&#250;blica municipal de ensino de Mossor&#243;, RN, de ambos os sexos e faixa et&#225;ria entre 9 e 15 anos. Utilizou-se como suporte te&#243;rico a teoria das representa&#231;&#245;es sociais de Serge Moscovici. Na coleta utilizou-se a t&#233;cnica desenho-est&#243;ria com tema. Inicialmente, fez-se uma an&#225;lise detalhada dos desenhos e temas. Em seguida, as produ&#231;&#245;es escritas foram analisadas por meio da an&#225;lise de conte&#250;do. Os resultados indicam que a imagem do professor foi associada a tr&#234;s diferentes categorias: um professor tradicional ancorado em posturas firmes, como detentor de saber, que exige uma turma obediente e silenciosa; uma segunda que representa o professor como um profissional atualizado, desejado, que utiliza diferentes estrat&#233;gias de aprendizagens que ultrapassam o espa&#231;o da sala de aula; e a terceira expressa os desafios enfrentados pelos docentes, mostrando um professor que luta por melhores condi&#231;&#245;es de trabalho. Essas associa&#231;&#245;es s&#227;o resultados tanto das viv&#234;ncias dos alunos quanto das informa&#231;&#245;es e representa&#231;&#245;es veiculadas no seu grupo de perten&#231;a.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This research aimed to characterize the social representations that primary education students build and develop about the teachers. 75 students od public schools of Mossor&#243; (RN, Brazil) of both sexes, with ages between 9 and 15 years-old were part of this study. The theoretical support used was Serge Moscovicci&#8217;s social representation theory. The Drawing-Story with a Theme Technique was used to collect the data. Initially a detailed analysis of the drawings and themes was carried out. Afterwards, the written productions were analyzed through content analysis. The findings indicate that the image of the teacher was associated to three different categories: a traditional teacher, rooted in firm stands, as the owner of knowledge who demands an obedient and silent classroom; a second one that represents the teacher as professionals who are up-to-date, who use different learning strategies that go beyond the classroom; and the third expresses the challenges faced by the teachers, showing a teacher who fights for better working conditions. These associations are the result of both the students&#8217; experiences and the information and representations disseminated in the groups they belong to.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Esta investigaci&#243;n tuvo por objetivo caracterizar las representaciones sociales construidas por los alumnos de la ense&#241;anza fundamental acerca del profesor. En el estudio participaron 75 alumnos de la ense&#241;anza primaria de la red p&#250;blica municipal de ense&#241;anza de Mossor&#243;, RN, de ambos sexos y grupo de edad entre 9 y 15 a&#241;os. Se utiliz&#243; como soporte te&#243;rico la teor&#237;a de las representaciones sociales de Serge Moscovici. En la recolecci&#243;n se utiliz&#243; la t&#233;cnica dibujo-historia con tema. Inicialmente hizo un an&#225;lisis detallado de los dibujos temas. A continuaci&#243;n, las producciones escritas fueron analizadas por medio del an&#225;lisis de contenido. Los resultados indican que la imagen del profesor fue asociada a tres categor&#237;as diferentes: un profesor tradicional anclado en posturas firmes, como poseedor del saber, que exige una clase obediente y silenciosa, una segunda que representa al profesor como un profesional actualizado, deseado, que utiliza diferentes estrategias de aprendizaje que superan el espacio del aula; y la tercera expresa los desaf&#237;os enfrentados por los docentes, mostrando un profesor que lucha por mejores condiciones de trabajo. Esas asociaciones son resultados tanto de las vivencias de los alumnos como de las informaciones y representaci&#243;n vehiculadas en su grupo de pertenencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representação social]]></kwd>
<kwd lng="pt"><![CDATA[Aluno]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Profissional desejado]]></kwd>
<kwd lng="pt"><![CDATA[Desafios da profissão.]]></kwd>
<kwd lng="en"><![CDATA[Social representation]]></kwd>
<kwd lng="en"><![CDATA[Student]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Desired professional]]></kwd>
<kwd lng="en"><![CDATA[Profession challenges.]]></kwd>
<kwd lng="es"><![CDATA[Representación social]]></kwd>
<kwd lng="es"><![CDATA[Estudiante]]></kwd>
<kwd lng="es"><![CDATA[Profesional deseado]]></kwd>
<kwd lng="es"><![CDATA[Desafíos de la profesión.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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