<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100202</article-id>
<article-id pub-id-type="doi">10.5902/1984644467429</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações sociais de professores de Filosofia em serviço]]></article-title>
<article-title xml:lang="en"><![CDATA[Social representations of Philosophy teachers in service]]></article-title>
<article-title xml:lang="es"><![CDATA[Representaciones sociales de profesores de Filosofía en servicio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Fábio Antônio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lunardi]]></surname>
<given-names><![CDATA[José Tadeu Teles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[Jacarezinho Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa 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>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, objetivou-se identificar as representações sociais sobre o conceito de &#8220;filosofia&#8221; para professores em serviço dessa área. A pesquisa foi de natureza quali-quantitiva e os participantes formaram um grupo de 208 docentes que atuavam em escolas públicas de Ensino Médio do Estado do Paraná, Brasil. A metodologia consistiu na análise de palavras espontaneamente evocadas pelos indivíduos do grupo quando cada um foi inquirido a enunciar, em ordem de importância, as cinco palavras que melhor definiam o conceito de &#8220;filosofia&#8221;. Após serem agrupados de acordo com seus significados, os vocábulos foram posteriormente organizados em uma tabela com quatro quadrantes, como proposto por Vergès, e a estrutura das representações foi analisada por meio da construção de um grafo de similaridade, baseado nas coocorrências entre as palavras. Para determinar os termos mais centrais na representação social, propôs-se complementar a análise da tabela dos quatro quadrantes por meio da identificação, no grafo de similaridade, dos três subgrafos mais significativos na forma de tetraedros. Da análise quantitativa, identificaram-se os termos &#8220;conhecimento&#8221;, &#8220;sabedoria&#8221; e &#8220;questionamento&#8221; como os mais centrais associados à representação social do conceito de &#8220;filosofia&#8221;; seguidos por &#8220;reflexão&#8221;, &#8220;pensamento&#8221; e &#8220;construção de conceitos&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this paper, the objective was to identify the social representations about the concept of &#8220;Philosophy&#8221; for teachers in service in this area. The research was of a qualitative and quantitative nature and the subjects formed a group of 208 teachers who worked in public High Schools in the State of Paraná, Brazil. The methodology consisted of the analysis of words spontaneously evoked by the individuals of the group when each one was asked to enunciate, in order of importance, the five words that best defined the concept of &#8220;Philosophy&#8221;. After being grouped according to their meanings, the words were later organized into a table with four quadrants, as proposed by Vergès, and the structure of the representations was analyzed through the construction of a similarity graph, based on the co-occurrences between the words. To determine the most central terms in social representation, it was proposed to complement the analysis of the table of the four quadrants by identifying, in the similarity graph, the three most significant subgraphs in the form of tetrahedrons. From the quantitative analysis, the terms &#8220;knowledge&#8221;, &#8220;wisdom&#8221; and &#8220;questioning&#8221; were identified as the most central ones associated with the social representation of the concept of &#8220;Philosophy&#8221;; followed by &#8220;reflection&#8221;, &#8220;thinking&#8221; and &#8220;concept building&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, el objetivo fue identificar las representaciones sociales sobre el concepto de &#8220;filosofía&#8221; para docentes en servicio en esta área. La investigación fue de carácter cualitativo y cuantitativo y los sujetos conformaron un grupo de 208 docentes que actuaban en escuelas públicas de Educación Secundaria del Estado de Paraná, Brasil. La metodología consistió en el análisis de palabras evocadas espontáneamente por los individuos del grupo cuando a cada uno se le requirió que enuncie, por orden de importancia, las cinco palabras que mejor definían el concepto de "filosofía". Después de ser agrupados según sus significados, los vocablos fueron organizados posteriormente en una tabla de cuatro cuadrantes, como propuesto por Vergès, y la estructura de las representaciones fue analizada mediante la construcción de un grafo de similitud, basado en las co-ocurrencias entre las palabras. Para determinar los términos más centrales en la representación social, se propuso complementar el análisis de la tabla de los cuatro cuadrantes por medio de la identificación, en el grafo de similitud, de los tres subgrafos más significativos en forma de tetraedros. Del análisis cuantitativo, se identificaron los términos "conocimiento", "sabiduría" y "cuestionamiento" como los más centrales asociados a la representación social del concepto de "filosofía"; seguido de &#8220;reflexión&#8221;, &#8220;pensamiento&#8221; y &#8220;construcción de conceptos&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[social]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="es"><![CDATA[Representación social]]></kwd>
<kwd lng="es"><![CDATA[Filosofía]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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