<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000301144</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.066.ds09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativas e representações sociais: professores de ensino fundamental e fracasso escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Narratives and social representation: elementary school teachers and school failure]]></article-title>
<article-title xml:lang="es"><![CDATA[Narrativas y representación social: maestros de primaria y fracaso escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chamon]]></surname>
<given-names><![CDATA[Edna Maria Querido de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miragaia]]></surname>
<given-names><![CDATA[Suellen Patareli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Patrícia Diana Edith B. de S. e Camargo Ortiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[Taubaté SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>66</numero>
<fpage>1144</fpage>
<lpage>1161</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000301144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000301144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000301144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta uma proposta de utilização da pesquisa narrativa na análise das representações sociais, ilustrando esse potencial diálogo por meio de um estudo na área de educação. Busca-se apreender as representações sociais de professores sobre a defasagem idade-série e, por extensão, sobre o fracasso escolar. A proposta é utilizar a narrativa como método para analisar as representações sociais. Como essas representações circulam na comunicação e são construídas socialmente, elas podem se revelar nas narrativas dos sujeitos pesquisados. O estudo foi realizado com 14 professores de ensino fundamental, sete de Matemática e sete de Língua Portuguesa, de uma rede pública municipal do interior do Estado de São Paulo. Estes professores trabalhavam em um programa de recuperação de aprendizagem com alunos de 6º a 9º ano. As narrativas foram construídas a partir de entrevistas individuais semi-estruturadas cuja questão central versava sobre como eram os alunos com defasagem idade-série e como se desenrolava o programa de recuperação. A análise das entrevistas incorporou os esquemas próprios dos estudos com narrativas, buscando identificar histórias e materiais contextuais, e reconstruir o significado amplo dessas histórias na forma de grandes temáticas organizadoras das representações sociais. Os resultados obtidos apontam para uma lógica de exclusão na qual a escola é vista positivamente e isenta de responsabilidades, e o fracasso escolar - aqui representado pela defasegem idade-série e suas consequências - tem como causa uma família desestruturada e um aluno a quem falta empenho ou interesse.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents a proposal for the use of narrative inquiry in analysis of social representations, illustrating this potential dialogue through a study in education. It seeks to apprehend the social representations of teachers about the age-grade discrepancy and school failure. As social representations circulate in communication and are socially constructed, they can reveal themselves in the narratives of the researched subjects. The study was carried out with 14 teachers of elementary education, seven of Mathematics and seven of Portuguese, from a micaunicipal public network in the State of São Paulo, Brazil. These teachers worked on a learning recovery program with students from the 6th to the 9th grade. The narratives were constructed based on individual semi-structured interviews whose central question was about how the students with an age-grade discrepancy were perceived by teachers and how the recovery program was carried out. The analysis of the interviews incorporated the schemes of study with narratives, seeking to identify stories and contextual materials, and to reconstruct the broad meaning of these stories in the form of major themes that organize social representations. The results obtained point to a logic of exclusion in which the school is viewed positively, and school failure - represented here by the age-grade discrepancy and its consequences - is caused by an unstructured family and a student who lacks commitment or interest.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta una propuesta para el uso de la investigación narrativa en el análisis de representaciones sociales, ilustrando este diálogo potencial a través de un estudio en educación. Busca comprender las representaciones sociales de los docentes sobre la defase edad-curso y el fracaso escolar. las representaciones sociales circulan en la comunicación y se construyen socialmente, y pueden revelarse en las narraciones de los sujetos investigados. El estudio se realizó con 14 profesores de educación primaria, siete de Matemáticas y siete de Portugués, de una red pública em una ciudad en el Estado de São Paulo, Brasil. Estos maestros trabajaron en un programa de recuperación de aprendizaje con estudiantes del 6 ° al 9 ° grado. Las narrativas se construyeron en base a entrevistas semiestructuradas individuales cuya pregunta central era sobre cómo los maestros percibían a los estudiantes con una defase edad-curso y cómo se llevaba a cabo el programa de recuperación. El análisis de las entrevistas incorporó los esquemas de estudio con narrativas, buscando identificar historias y materiales contextuales, y reconstruir el significado amplio de estas historias en forma de temas principales que organizan representaciones sociales. Los resultados obtenidos apuntan a una lógica de exclusión en la que la escuela es vista positivamente, y el fracaso escolar, representado aquí por la defase edad-curso y sus consecuencias, es causado por una familia no estructurada y un estudiante que carece de compromiso o interés.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desfasagem idade-série]]></kwd>
<kwd lng="pt"><![CDATA[Programa de recuperação de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Professores de ensino fundamental]]></kwd>
<kwd lng="en"><![CDATA[Age-grade discrepancy]]></kwd>
<kwd lng="en"><![CDATA[Learning recovering program]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="en"><![CDATA[Elementary school teachers]]></kwd>
<kwd lng="es"><![CDATA[Defase edad-curso]]></kwd>
<kwd lng="es"><![CDATA[Programa de recuperación de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Narrativas]]></kwd>
<kwd lng="es"><![CDATA[Maestros de educación primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ABRIC]]></surname>
<given-names><![CDATA[J.-C]]></given-names>
</name>
</person-group>
<source><![CDATA[Pratiques sociales et représentations]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Presses Universitaires de France]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARTHES]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introduction à l'analyse structurale des récits]]></article-title>
<source><![CDATA[Communications]]></source>
<year>1966</year>
<numero>8</numero>
<issue>8</issue>
<page-range>1-27</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BUENO]]></surname>
<given-names><![CDATA[B. O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O método autobiográfico e os estudos com histórias de vida de professores: a questão da subjetividade]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>2002</year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-30</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHARAUDEAU]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[MAINGUENAU]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Dicionário de análise do discurso]]></source>
<year>2008</year>
<edition>2</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Contexto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRESWELL]]></surname>
<given-names><![CDATA[J. W]]></given-names>
</name>
</person-group>
<source><![CDATA[Qualitative inquiry and research design: Choosing among five approaches]]></source>
<year>2007</year>
<edition>2</edition>
<publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DOISE]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Les représentations sociales : définition d'un concept]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[DOISE]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[PALMONARI]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[L'étude des représentations sociales]]></source>
<year>1986</year>
<page-range>34-80</page-range><publisher-loc><![CDATA[Neuchâtel ]]></publisher-loc>
<publisher-name><![CDATA[Delachaux &amp; Niestlé]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DOISE]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[CLEMENCE]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[LORENZI-CIOLDI]]></surname>
<given-names><![CDATA[Fabio]]></given-names>
</name>
</person-group>
<source><![CDATA[Représentations sociales et analyse de données]]></source>
<year>1992</year>
<publisher-loc><![CDATA[Grenoble ]]></publisher-loc>
<publisher-name><![CDATA[Presses Universitaires de Grenoble]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DWYER]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[EMERALD]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Narrative Research in Practice: Navigating the Terrain]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[DWYER]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[DAVIS]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[EMERALD]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Narrative Research in Practice: Stories from the Field]]></source>
<year>2017</year>
<page-range>1-25</page-range><publisher-loc><![CDATA[Singapura ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOODSON]]></surname>
<given-names><![CDATA[I. F.]]></given-names>
</name>
<name>
<surname><![CDATA[GILL]]></surname>
<given-names><![CDATA[S. R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The narrative turn in social research]]></article-title>
<source><![CDATA[Counterpoints]]></source>
<year>2011</year>
<volume>386</volume>
<page-range>17-33</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JODELET]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Représentations sociales: un domaine en expansion]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[JODELET]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Les représentations sociales]]></source>
<year>1989</year>
<page-range>31-61</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[PUF]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JODELET]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Représentation sociale : phénomènes, concept et théorie]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MOSCOVICI]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[La psychologie sociale]]></source>
<year>1992</year>
<edition>4</edition>
<page-range>357-89</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Presses Universitaires de France]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KIM]]></surname>
<given-names><![CDATA[J.-H]]></given-names>
</name>
</person-group>
<source><![CDATA[Undestanding Narrative Inquiry. The Crafting and Analysis of Stories as Research]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Thoousand Oaks ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[L. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[L'articulation &#8221;thêmata-fond topique&#8221;: fondements théoriques et application pragmatique]]></article-title>
<source><![CDATA[Langage et Société]]></source>
<year>2009</year>
<volume>3</volume>
<numero>129</numero>
<issue>129</issue>
<page-range>83-100</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MIRAGAIA]]></surname>
<given-names><![CDATA[S. P]]></given-names>
</name>
</person-group>
<source><![CDATA[As representações sociais de diretores, professores e alunos sobre a defasagem idade-série: fracasso escolar]]></source>
<year>2019</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOSCOVIC]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[A psicanálise, sua imagem e seu público]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOSCOVIC]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Representações sociais: investigações em psicologia social]]></source>
<year>2009</year>
<edition>6</edition>
<publisher-loc><![CDATA[Petrópolis, RJ ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOSCOVICI]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[VIGNAUX]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Le concept de themata]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[GUIMELLI]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Structures et transformations des représentations sociales]]></source>
<year>1994</year>
<page-range>25-72</page-range><publisher-loc><![CDATA[Neuchâtel ]]></publisher-loc>
<publisher-name><![CDATA[Delachaux &amp; Niestlé]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MUGNY]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[CARUGATI]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[L'intelligence au pluriel]]></source>
<year>1985</year>
<publisher-loc><![CDATA[Cousset ]]></publisher-loc>
<publisher-name><![CDATA[DelVal]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PATTO]]></surname>
<given-names><![CDATA[M. H. de S. S]]></given-names>
</name>
</person-group>
<source><![CDATA[A Produção do Fracasso Escolar: histórias de submissão e rebeldia]]></source>
<year>1999</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Casa do Psicólogo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROUQUETTE]]></surname>
<given-names><![CDATA[M.-L]]></given-names>
</name>
</person-group>
<source><![CDATA[Sur la connaissance des masses]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Grenoble ]]></publisher-loc>
<publisher-name><![CDATA[Presses Universitaires de Grenoble]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SÁ]]></surname>
<given-names><![CDATA[C. P]]></given-names>
</name>
</person-group>
<source><![CDATA[Núcleo Central das Representacoes Sociais]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SQUIRE]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[ANDREWS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[TAMBOUKOU]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introduction: What is narrative research]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ANDREWS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[SQUIRE]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[TAMBOUKOU]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Doing Narrative Research]]></source>
<year>2008</year>
<page-range>1-21</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
