{"id":{"repo_id":"brazil-ufrn","oai_identifier":"oai:repositorio.ufrn.br:123456789/30071"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufrn/oai:repositorio.ufrn.br:123456789/30071","repository":{"repo_id":"brazil-ufrn","name":"Brazil UFRN","base_url":"https://repositorio.ufrn.br/server/oai/request"},"display":{"title":"Representações sociais sobre o ensino e processos identitários de estudantes de pedagogia","abstract":"Modern societies have consolidated science as a form of reference knowledge for a series of processes in daily life. The large-scale schooling, for example, is part of this project of society that has one of its promoting agents, the teacher. Even though scientific knowledge has become popular, other knowledge continues to be part of the daily processes of human life, such as, for example, social representations. That said, this work is in the field of studies on teacher training and the Theory of Social Representations. The object of our research is the relationship between social representations about teaching, of pedagogy students, with the process of construction of teaching identities. Our objective was to find out if the teaching identities are being forged by objects from the scientific repertoire or by common sense knowledge. The work was developed with students from the Pedagogy course at UFRN who were in the training course, using a questionnaire, semi-structured interviews and field observations. The theoretical-methodological framework was the studies of the Theory of Social Representations with Moscovici (2012) and Arruda (2014), in addition to studies on identity with Dubar (2012) and Ciampa (1994). Our results show that pedagogy students, from their trajectories and belongings, signify the act of teaching as a teaching element, having as reference elements from the reified universe presented by the Pedagogy course. However, they also continue to use common sense references to guide their daily practices, a process that affects their identity elaborations. The data of this research point to advances in the formative path of the pedagogue teacher, but also reintroduces historical problems of the initial education of these professionals.","abstract_html":"Modern societies have consolidated science as a form of reference knowledge for a series of processes in daily life. The large-scale schooling, for example, is part of this project of society that has one of its promoting agents, the teacher. Even though scientific knowledge has become popular, other knowledge continues to be part of the daily processes of human life, such as, for example, social representations. That said, this work is in the field of studies on teacher training and the Theory of Social Representations. The object of our research is the relationship between social representations about teaching, of pedagogy students, with the process of construction of teaching identities. Our objective was to find out if the teaching identities are being forged by objects from the scientific repertoire or by common sense knowledge. The work was developed with students from the Pedagogy course at UFRN who were in the training course, using a questionnaire, semi-structured interviews and field observations. The theoretical-methodological framework was the studies of the Theory of Social Representations with Moscovici (2012) and Arruda (2014), in addition to studies on identity with Dubar (2012) and Ciampa (1994). Our results show that pedagogy students, from their trajectories and belongings, signify the act of teaching as a teaching element, having as reference elements from the reified universe presented by the Pedagogy course. However, they also continue to use common sense references to guide their daily practices, a process that affects their identity elaborations. The data of this research point to advances in the formative path of the pedagogue teacher, but also reintroduces historical problems of the initial education of these professionals.","abstract_has_math":false,"creators":["Rego, Diego do"],"institution":"Universidade Federal do Rio Grande do Norte","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Andrade, Erika dos Reis Gusmão"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-02-21","date_published":"2020-02-21","updated_at":"2026-07-24T01:20:54Z","subjects":["Formação docente","Representações sociais","Identidade docente"],"languages":["pt_BR"],"rights":["Attribution-NonCommercial-NoDerivs 3.0 Brazil"],"rights_urls":["http://creativecommons.org/licenses/by-nc-nd/3.0/br/"],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufrn.br/jspui/handle/123456789/30071","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Andrade, Erika dos Reis Gusmão"]},{"key":"dc:creator","label":"Author","values":["Rego, Diego do"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-09-15T18:10:16Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-15T18:10:16Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-02-21"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal do Rio Grande do Norte"]},{"key":"dc:type","label":"Dc Type","values":["masterThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Formação docente","Representações sociais","Identidade docente"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["pt_BR"]},{"key":"dc:rights","label":"Dc Rights","values":["Attribution-NonCommercial-NoDerivs 3.0 Brazil"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://creativecommons.org/licenses/by-nc-nd/3.0/br/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufrn.br/jspui/handle/123456789/30071"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Modern societies have consolidated science as a form of reference knowledge for a series of processes in daily life. The large-scale schooling, for example, is part of this project of society that has one of its promoting agents, the teacher. Even though scientific knowledge has become popular, other knowledge continues to be part of the daily processes of human life, such as, for example, social representations. That said, this work is in the field of studies on teacher training and the Theory of Social Representations. The object of our research is the relationship between social representations about teaching, of pedagogy students, with the process of construction of teaching identities. Our objective was to find out if the teaching identities are being forged by objects from the scientific repertoire or by common sense knowledge. The work was developed with students from the Pedagogy course at UFRN who were in the training course, using a questionnaire, semi-structured interviews and field observations. The theoretical-methodological framework was the studies of the Theory of Social Representations with Moscovici (2012) and Arruda (2014), in addition to studies on identity with Dubar (2012) and Ciampa (1994). Our results show that pedagogy students, from their trajectories and belongings, signify the act of teaching as a teaching element, having as reference elements from the reified universe presented by the Pedagogy course. However, they also continue to use common sense references to guide their daily practices, a process that affects their identity elaborations. The data of this research point to advances in the formative path of the pedagogue teacher, but also reintroduces historical problems of the initial education of these professionals."]},{"key":"dc:title","label":"Title","values":["Representações sociais sobre o ensino e processos identitários de estudantes de pedagogia"]}]}],"canonical_facts":{"dc:contributor.advisor":["Andrade, Erika dos Reis Gusmão"],"dc:creator":["Rego, Diego do"],"dc:date.accessioned":["2020-09-15T18:10:16Z"],"dc:date.available":["2020-09-15T18:10:16Z"],"dc:date.issued":["2020-02-21"],"dc:description.abstract":["Modern societies have consolidated science as a form of reference knowledge for a series of processes in daily life. The large-scale schooling, for example, is part of this project of society that has one of its promoting agents, the teacher. Even though scientific knowledge has become popular, other knowledge continues to be part of the daily processes of human life, such as, for example, social representations. That said, this work is in the field of studies on teacher training and the Theory of Social Representations. The object of our research is the relationship between social representations about teaching, of pedagogy students, with the process of construction of teaching identities. Our objective was to find out if the teaching identities are being forged by objects from the scientific repertoire or by common sense knowledge. The work was developed with students from the Pedagogy course at UFRN who were in the training course, using a questionnaire, semi-structured interviews and field observations. The theoretical-methodological framework was the studies of the Theory of Social Representations with Moscovici (2012) and Arruda (2014), in addition to studies on identity with Dubar (2012) and Ciampa (1994). Our results show that pedagogy students, from their trajectories and belongings, signify the act of teaching as a teaching element, having as reference elements from the reified universe presented by the Pedagogy course. However, they also continue to use common sense references to guide their daily practices, a process that affects their identity elaborations. The data of this research point to advances in the formative path of the pedagogue teacher, but also reintroduces historical problems of the initial education of these professionals."],"dc:identifier.uri":["https://repositorio.ufrn.br/jspui/handle/123456789/30071"],"dc:language":["pt_BR"],"dc:publisher":["Universidade Federal do Rio Grande do Norte"],"dc:rights":["Attribution-NonCommercial-NoDerivs 3.0 Brazil"],"dc:rights.uri":["http://creativecommons.org/licenses/by-nc-nd/3.0/br/"],"dc:subject":["Formação docente","Representações sociais","Identidade docente"],"dc:title":["Representações sociais sobre o ensino e processos identitários de estudantes de pedagogia"],"dc:type":["masterThesis"]},"updated_at":"2026-07-24T01:20:54Z"}