Ser ou não ser professor : representações sociais dos alunos de licenciaturas da UFMT, campus Cuiabá

Abstract

The objective of this study was to identify and to understand the social representation (RS) from the educational program students of UFMT, Cuiabá Campus, about the teacher profession. For data collection utilized the technique of the Free Word Association (ALP), requiring five attributes for each information. Such words then, in the next step, were ranked by respondents, according to the importance of the order attributed to each of the words. A sample constituted to 1.574 subjects. For the processing of the data employed EVOC software. The vocabularies were classified, the group of juries, who worked independently, and, then, collectively, carried on the categorization according to the semantic families. The reading and analysis of the data, count the reference of the Theory of Social Representation proposed by Serge Moscovici, and the Theory of Center Core by Jean-Claude Abric. The collected data originated from two study groups. Group A, was formed from the all course of undergraduate programs, and group B, was formed from the students of Music and Pedagogy program. The elements found in the group A were compared with the others, from group B. In analysis, was realized, before the structural elements attached to the questions the reasons to be teacher and the activities of teacher, where the subjects appointed to teacher’s practice to support these words: teach, learn, search, plan and advise, addressed to the Center Core (NC). In the Peripheral System (SP), there was a repetition of the functional aspects. The reference to the reasons not to be a teacher was found the concentration of the attributes related to the professional declined, in the words of the normative character: low salary, declined and lack of respect, localized in the NC. In the SP, there were the recurrent elements with focus in valorization: a great achievement of the word indicated the release of the opinion about teaching. The analysis identified two aspects of RS. First aspect assign that the reasons to be or not to be teacher supported the identification with the basic pre-assumption of the profession: teaching, apprentice and knowledge. On the contrary, a second aspect indicate a critic to the consideration of the condition that the teacher’s job where we expressed as an upset teacher. It is understand, however, that a RS of teaching program about the teacher profession, it refer, for one side, to the identification for to create teacher and, from the other side, a contrary reaction to the forma that a profession is likely treated in the plan of public politics.