Trabalho docente nos tempos atuais : representações sociais de alunos das licenciaturas em ciências exatas do campus cuiabano da UFMT

Abstract

What are the Social Representations (SR) of the students from the courses of Exact Sciences of the UFMT, in Cuiabá, concerning the teaching work? The study has objected to understand the teaching, as well as its main actors. So, it has been analyzed the answer to the following questions: In the current days, what does the teacher work depend on? What are the reasons to be a teacher? What are the reasons for not being a teacher? It was based on the (SR) theory, from Moscovici (1978:2005), on the Central Nucleus theory, from Abric (1998:2003), and on authors that help in the teaching discussion, as Tardif and Lessard (2005) and Soratto and Olivier-Heckler (2002). For the data collect were used the Words Free Association, through was requested the undergraduate to invoked five free words, following to this, organize them and at last, elaborate a sentence with the attribute that was elected the most important. The found data were processed in the EVOC software and the deponents data tax in the computer program SPSS. From a universe of 2.699 students, was used a sample of 1.574 citizens, distributed in 12 courses, constituting the general group. Of these, were cut three courses: Physics, Mathematics and Chemistry, corresponding to 350 deponents, to a more detailed analysis, constituting the Specific Group. Later on, was done the attributes and categories attendance verification in both sample blocks. The data found on this study seems to point a speech where the deponents try to keep identification with the teaching work and to establish a level of accomplishment of this task. However, this speech seems to come supported by a net of meanings where excels its complaints related with the profession. In the Central Nucleus (CN), it comes more idealized and in the peripheral system, more real, concrete, that is not characterized by auxiliary elements to its concretion but so by elements that hinder the positive projections in the (CN). It is as if there was a tension, which sometimes pulls in favor to the accomplishment, and other time to the execution impossibility, as if this was a task, which is realized in the speech, and not concretely, constituting itself in an impracticable profession, although the deponents present more conceptual opinions about the teaching work. It´s also noticed a conflict existence between knowing what is need to be done and not being able to do it, reinforced by the speech found in all matters about the absence of work conditions. Why does this craft presents itself in this SR as impracticable? The undergraduates seem to see this impracticability as more dependent on the public Power and on the student than on the teacher. This one, once taken out of the scenery, makes impracticable the teaching process, considering the distance of the public Power and that the learning doesn´t have de decision Power. The deponents seem to believe that the educators know what is need to be done, but don´t find favorable conditions, and need to manage this problem. This seems to reveal a not inclined teacher to face and administrate the adversities, reinforcing the hypothesis of a teaching work conceptually represented in the idealization not in the reality. Thus, the Social Representations concerning the teaching work, are anchored on the conditions of work, on the social agents and on the personal characteristics, to whom are attributed the responsibility to provide the elements that favor the well-being and the continuity of the teaching profession. They are objectified on the lacks of work conditions, in the Qualification and the personal Characteristics, necessary to the execution of the educational activities.