Representações sociais das/os professoras/es do Programa Mulheres do Instituto Federal de São Paulo sobre as práticas pedagógicas

Abstract

The central purpose of this Thesis is to understand the social representations of the teachers who coordinate the extension projects of the FISP Women’s Program about their pedagogical practices aimed at female inclusion and emancipation, based on the influences/implications of the Program in the (re)constitution of the identity of these education professionals. The starting point is this problem/question: What are the teachers’ perspectives on the influences and implications of IFSP’s Women Program on the construction of their pedagogical identities and on their pedagogical practices aimed at enhancing female inclusion and emancipation? It is argued that by understanding the possibilities of intervening through their pedagogical practices, teachers can transform the reality of women in situations of social vulnerability, can provide more meaningful and effective learning, and promote social inclusion, female emancipation, and reduce barriers to education. We seek the contribution of the legislation that involves IFSP’s Women Program, and seek support in Moscovici (2011, 2012, 2015), Bourdieu (1989, 2011, 2012), Dubar (2009, 2020), Altet (2000, 2017), and other authors, who contribute to the field of social representations, educational policies, and teacher training. Using a qualitative approach, the research is conducted at IFSP, involves the participation of fifteen (15) municipalities in the state of São Paulo, and includes eighteen (18) teachers who coordinate the Projects inserted in IFSP’s Women Program (2016 and 2019), and one (1) more teacher included in 2022. In this study, we used the following methodological procedures: Review of the literature; an electronic questionnaire filled out by fourteen (14) teachers; narrative interviews with five (5), and ten (10) in loco observations. Two dimensions of analysis were developed based on content analysis (BARDIN, 2016): 1st (Re)Constitution of the professional identity: From the training trajectory to the professional habitus - highlighting the category “Of the modalities of influence in the (re)constitution of identity,” which is subdivided into three units of meaning: Conformity, standardization, and innovation; 2nd Social Representations (SR) on pedagogical practices – which is configured through the “Inclusion Pedagogies for transformative and emancipatory practices” category, addressing three units of meaning: Challenges and tensions, pedagogical knowledge and practices, and spaces of possibilities for inclusion pedagogies. The results indicate that FISPWP teachers need to: 1st understand their educational pathways and the influences of educational and/or institutional public policies, so as not to adjust to the logic of conformity and/or standardization (power relations), but, on the contrary, fight for spaces of possibilities or for the necessary innovations/changes (relationships of meaning); 2nd take an attitude and/or professional habitus that confronts the challenges and tensions of educational and/or institutional policies and makes itself available to overcome the issues arising from standardization, in the sense of reinventing varied and inclusive strategies that can mobilize the women of the FISPWP; 3rd bet on a solid theoretical and practical training in pedagogies of inclusion so as to: a) favor the analysis of needs centered on the interests and expectations of the women involved to promote practices that are more coherent with the social reality in which they live; b) develop theoretical, practical, professional, and organizational knowledge to implement practices that integrate students into the social and labor world, seeking to strengthen affective, pedagogical, and professional bonds; and c) take into account interactions and/or interpersonal relationships (relational domain), pedagogical organization and management (pragmatic domain), and didactic-epistemic management of learning and knowledge (epistemic domain) toward female emancipation and social inclusion.