Representações sociais de docentes atuantes nos anos finais do ensino fundamental sobre as concepções freireanas

Abstract

The objective of this Thesis is to understand the social representations of teachers working in the final years of basic education with regard to the teaching knowledge that mobilizes their subjectivities and attitudes and produces meaning, when discussing Freire’s concepts - Humanization, autonomy, and transformation - from the viewpoint of the experiences had in the profession. The election of these conceptions happened in the first part of the research and it’s basead on the Theory of Social Representations (TSR) the Serge Moscovici (1978, 2012), and mainly, on the procedural and cultural approach of Jodelet (2001, 2015).3. It involves reflections on the concept of identity for the other and for oneself, and on the act of attributing belonging (DUBAR, 1997). In addition, the Thesis addresses Freire’s (1996, 2019a, 2020) theoreticalmethodological approach to thematic investigation. This is a two-stage qualitative research. The first stage took place in early 2020, before schools were closed due 4.to covid-19 pandemic and was conducted in three moments: 1st exploratory research regarding the online questionnaires; 2nd presentation of the problem situation, and 3rd application of the Word Association form using four inducing terms: Paulo Freire’s concepts of education, humanization, autonomy, and transformation. The Database extracted 6.word association was processed using the EVOC, IRAMUTEQ and NVIVO softwares to analyze the set and centrality of the semantic universe of the groups that were studied (N=158). In the second stage, Dialog Rounds (DR) were held with six participants (N=6) during the pandemic (online meetings) and, later, in person, when face to face school was resumed. This stage comprised two moments: 1st, application of the Profile Questionnaire to identify the research subjects, and 2nd, teaching narratives that were developed during the DRs, pointing to significant situations, limit situations, and generator themes in a researchtraining format. These narratives were also processed in the IraMuTeQ (2013b) software, and analyzed using Content Analysis (BARDIN, 2016), giving rise to the dimensions of Pedagogy of Autonomy and Identity (Re) Constitution, which generated these categories of analysis: Social Representations of teachers about Freire’s thought and Professional experiences in dialog practice, with their respective meaning units. The results are directed, first, to teaching knowledge, indicating social representations that emerge from the influences of liberal doctrine and neoliberal policies, and point to knowledge that is related to: 1st) autonomy, when teachers: a) think about student learning and freedom in their professional activity, or the idea that these students can use school content to become autonomous in their social and professional lives; b) suggest that practices linked to traditional teaching do not develop autonomy, because they disregard the experiential and circumstantial context of the students’ lives; c) school contents utilitarian view; 2nd) humanization, when: a) they reveal a strong cognitive, affective, and ideological load, in the affection, love, and empathy dimensions, and, b) relate what they idealize about humanization to Freire’s concepts of being more, of thinking right, of incompleteness, predominating the humanitarian idea with an affective and social load and 3rd) transformation, when: a) they resignify the concept of change, which carries ideological, affective, and practical meanings; and b) they also consider that the idea of transformation is related to the understanding that school content must come from the student’s social, economic, and cultural reality. In a second moment, the results refer to the teachers’ professional experiences, in view of the (re)constitution of identity and the meaning that they give to Humanization and autonomy, and indicate: a) the idea of bringing the student to an actual situation, seeking more horizontal and human relationships; b) representations that reinforce individualized actions, and c) the belief that subjects acquire resoluteness and the ability to make their own decisions through the appropriation of school contents, emphasizing that they need to have a practical, utilitarian nature for the students’ lives. In this sense, teaching subjectivity, when mentioning Freire’s concepts, refers to teaching knowledge and the meanings they give to their professional experiences, thus revealing their processes of (re)constituting teaching identity.