Social representations of work in tension: narratives of agents and teachers of Early Childhood Education

Abstract

LIMA, Raquel Garcia Braga de  and  LIMA, Rita de Cássia Pereira. Social representations of work in tension: narratives of agents and teachers of Early Childhood Education. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1064-1090.  Epub Oct 01, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds06.

The study was investigated social representations of agents and teachers of Childhood Education about the work they develop in this educational segment. The Theory of Social Representations, in dialogue with (auto)biographical approach, with emphasis on the narratives of life was the theoretical-methodological framework of this investigation. The work was developed in a daycare located in the north of Rio de Janeiro, involved sixteen women, eight agents and eight teachers. The data were produced from the interview/conversation, analyzed with the support of content analysis. The results evidence that, to the both groups, the nature of work is the same. Thus, agents claim recognition of the category as teachers and these, despite recognize that perform the same job, they believe have greater responsibility than the agents with the demands of the direction of the institution and the Municipal Secretariat of Education. This difference is in the origin of tensions experienced by the two groups in their daily work. The narratives demonstrated that life stories are fundamental to the construction and comprehension of the social representations of the groups and revealed that the veiled tension reinforce the care-educate dichotomy.

Keywords : Teachers; Social representations; Narratives of life; Childhood Education.

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