<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100412</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.60056</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações sociais e educação: um estudo sobre teses e dissertações no período de 2016 a 2018 no Paraná-Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[Representaciones sociales y educación: estudio de tesis y disertaciones en el período 2016 a 2018 en Paraná-Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Social representations and education: a study on theses and dissertations in the period from 2016 to 2018 in Paraná-Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ogliari]]></surname>
<given-names><![CDATA[Cassiano Roberto Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ens]]></surname>
<given-names><![CDATA[Romilda Teodora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pullin]]></surname>
<given-names><![CDATA[Elsa Maria Mendes Pessoa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Secretaria de Estado da Educação e do Esporte do Paraná ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontíficia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100412&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Essa pesquisa tem como objetivo mapear as teses e dissertações produzidas em Programas de Pós-Graduação em Educação (PPGEs), com o aporte da TRS, em universidades paranaenses, no período de 2016 a 2018, bem como compreender se elas contemplam possibilidades teóricas e metodológicas da TRS. Por meio de uma pesquisa do tipo &#8216;estado do conhecimento&#8217;, utilizamos as ferramentas de buscas disponíveis no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), com o descritor/expressão &#8216;Representações Sociais&#8217;. Os resumos foram submetidos ao processamento de análise textual pelo Iramuteq: nuvem de palavras, análise de similitude e classificação hierárquica descendente. Os resultados foram analisados com base na hermenêutica filosófica (Gadamer, 1998), que permitiu realizar interpretações e inferências com o aporte teórico da TRS (Moscovici, 1978; 2003). Da análise lexical, destacam-se professor, estudo e escola, cujo foco incide sobre o professor, o estudante e a escola, seja por ser o lócus das pesquisas, seja por ser o local no qual os estudos podem impactar compreensões/transformações da realidade da escola, uma vez que inferimos que os estudos ancoram representações sociais a partir do contexto escolar. O corpus apresenta aspectos teórico-metodológicos da TRS, territórios de pertencimento e foco no professor. Porém, há fragilidades, como: ausência de articulação teórica com outras áreas do campo educacional, entre elas, as políticas educacionais e a formação do professor, pouca diversificação dos instrumentos de coleta de dados e poucas inferências que revelam ancoragens. No entanto, depreendemos os esforços dos pesquisadores em avançarem qualitativamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Esta investigación tiene como objetivo mapear las tesis y disertaciones producidas en los Programas de Posgrado en Educación (PPGEs), con el marco teórico de la TRS, en las universidades de Paraná, en el período de 2016 a 2018, así como comprender si contemplan posibilidades teóricas y metodológicas de la TRS. A través de una investigación tipo &#8216;estado de conocimiento&#8217;, se utilizaron las herramientas de búsqueda disponibles en el Catálogo de Tesis y Disertaciones de la Coordinación para la Perfeccionamiento del Personal de Educación Superior (Capes), con el descriptor / expresión &#8216;Representaciones sociales&#8217;. Los resúmenes fueron sometidos a procesamiento de análisis textual por Iramuteq: nube de palabras, análisis de similitud y clasificación jerárquica descendente. Los resultados fueron analizados con base en la hermenéutica filosófica (Gadamer, 1998), lo que permitió interpretaciones e inferencias con el apoyo teórico de la TRS (Moscovici, 1978; 2003). Del análisis léxico se destacaron el docente, el estudio y la escuela, cuyo foco está en el docente, el alumno y la escuela, ya sea porque es el locus de la investigación, bien porque es el lugar donde los estudios pueden incidir en entendimientos / transformaciones de la realidad escolar, pues inferimos que los estudios anclan representaciones sociales desde el contexto escolar. El corpus presenta aspectos teóricos y metodológicos de la TRS, territorios de pertenencia y foco en el docente. Aunque existan debilidades como: falta de articulación teórica con otras áreas del campo educativo, incluidas las políticas educativas y la formación del profesorado, poca diversificación de los instrumentos de recolección de datos y pocas inferencias que revelen anclas. Sin embargo, inferimos los esfuerzos de los investigadores por avanzar cualitativamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This research has the aim to map the theses and dissertations produced in Graduate Programs in Education (PPGEs), with the SRT theoretical framework, in Paraná universities, in the period from 2016 to 2018, as well as to understand if they contemplate theoretical and methodological possibilities of the SRT. Through a &#8216;state of knowledge&#8217; type research, we used the search tools available in the Theses and Dissertations Catalog of the Coordination for the Improvement of Higher Education Personnel (Capes), with the descriptor/expression &#8216;Social Representations&#8217;. The abstracts were submitted to textual analysis processing by Iramuteq: word cloud, similarity analysis and descending hierarchical classification. The results were analyzed based on philosophical hermeneutics (Gadamer, 1998), which allowed for interpretations and inferences with the theoretical support of SRT (Moscovici, 1978; 2003). From the lexical analysis, teacher, study and school were highlighted, whose focus is on the teacher, the student and the school, either because it is the locus of research, or because it is the place where studies can impact understandings/transformations of the school reality, since we infer that studies anchor social representations from the school context. The corpus presents theoretical and methodological aspects of SRT, territories of belonging and focus on the teacher. However, there are weaknesses, such as: lack of theoretical articulation with other areas of the educational field, including educational policies and teachers&#8217; education, little diversification of data collection instruments and few inferences which reveal anchors. However, we infer the researchers' efforts to advance qualitatively.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[teoria das representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="es"><![CDATA[teoría de las representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[formación de los profesores]]></kwd>
<kwd lng="en"><![CDATA[social representations theory]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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