<?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>2238-1279</journal-id>
<journal-title><![CDATA[Revista Educação e Cultura Contemporânea]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. e Cult. Contemp.]]></abbrev-journal-title>
<issn>2238-1279</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estácio de Sá - Programa de Pós-graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-12792018000400230</article-id>
<article-id pub-id-type="doi">10.5935/2238-1279.20180076</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As atribuições dos "outros significativos e dos outros generalizados" na constituição identitária de licenciandos em Química]]></article-title>
<article-title xml:lang="en"><![CDATA[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]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Camila Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Placco]]></surname>
<given-names><![CDATA[Vera Maria Nigro de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende]]></surname>
<given-names><![CDATA[Daisy de Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,camilamiranda.clm@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,veraplacco@pucsp.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,dbrezend@ig.usp.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>15</volume>
<numero>41</numero>
<fpage>230</fpage>
<lpage>259</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-12792018000400230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-12792018000400230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-12792018000400230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Neste artigo, relata-se uma investigação sobre a constituição identitária de licenciandos em Química. Foram realizadas entrevistas semiestruturadas com quatro alunos de uma universidade estadual paulista, egressos de escolas públicas. Os dados foram interpretados por meio do diálogo entre duas teorias: a das representações sociais, na perspectiva de Serge Moscovici, e a da identidade profissional de Claude Dubar. As técnicas de análise foram inspiradas na Análise de Conteúdo proposta por Bardin, sendo criadas duas categorias, (i) Atribuições dos "outros significativos" e (ii) Atribuições dos "outros generalizados", sendo esta última desdobrada em: "Química versus Educação" e, "Expectativas dos outros generalizados". Como resultados, foi possível depreender, em relação aos "outros significativos", que suas escolhas profissionais não foram plenamente acolhidas por seus familiares; percebem um não acolhimento na universidade, devido à desvalorização do curso de Licenciatura e à falta de cuidado quanto aos diferentes perfis de alunos que compõem a universidade, em especial, por serem egressos do sistema público de ensino básico. Já em relação aos "outros generalizados", sentem expectativas que destoam da representação social que esse grupo construiu sobre a docência. Os relatos que compuseram os dados deste estudo nos auxiliam a compreender o papel do olhar do outro na constituição identitária. É por meio de tal olhar que o sujeito pode também se reconhecer. Esperamos que o presente estudo possa contribuir para a ressignificação da formação docente, considerando-a enquanto construção diacrônica, permeada pelo contexto social, pela atribuição dos outros &#8211; sejam eles significativos ou generalizados &#8211; e pelas representações sociais dos atores envolvidos no processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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: &#8220;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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Identidade Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura em Química]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Representação Social]]></kwd>
<kwd lng="en"><![CDATA[Chemistry Teacher certification]]></kwd>
<kwd lng="en"><![CDATA[Professional Identity]]></kwd>
<kwd lng="en"><![CDATA[Social Representation]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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