Representações sociais de um grupo de professores iniciantes sobre a formação continuada propiciada pela Rede Adventista de Educação

Abstract

This study is linked to the Postgraduate Program in Education at the Tuiuti University of Paraná, in the Research Line Pedagogical Practices: Articulating Elements, and is part of the Research Group “Teacher Training, Educating City and Social Representations”. This, in turn, is part of the International Center for Studies in Social Representations and Subjectivity – Education (CIERS - Ed) at the Carlos Chagas Foundation – FCC (São Paulo, Brazil) which houses the UNESCO Chair on Teaching Professionalization. It presents as an object of study the Continuing Training provided by the Adventist Education Network (RAE), based on the social representations identified through the speeches presented and the questionnaire applied to a group composed of forty-seven beginning teachers. This research is supported by the theoretical-methodological contribution of the Theory of Social Representations, proposed by Moscovici (1961), articulated with the structural approach of Abric (2000). Thus, it was proposed to investigate, as a research problem: What are the Social Representations of a group of beginning teachers regarding Continuing Training provided by the Adventist Education Network? The general objective was: to analyze the Social Representations of a group of beginning teachers regarding Continuing Training provided by the Adventist Education Network. The following were listed as specific objectives: a) present the Continuing Training proposal provided by the Adventist Education Network; b) Interpret the content and structure of the participants' Social Representations regarding Continuing Training provided by RAE; c) Verify the centrality and degree of connectedness between the structural elements of Social Representations. The methodological procedure is a qualitative approach, in the field. The study was limited to beginning teachers (who have between one and five years of professional teaching experience). Data production occurred through the application of a questionnaire to identify the sociodemographic profile, followed by the application of the Free Word Association Technique to capture the teachers' Social Representations regarding the inductive term “Continuing Training”. These data were organized by Average Order of Importance and processed in the EVOC software (2005) to generate the four-house chart (prototypical analysis) in accordance with Abric's Central Core Theory (2000). As a result, the words “learning”, “training”, “knowledge” and “growth” were identified as the elements of the probable central nucleus. Next, the similarity analysis was 14 carried out, which generated the 'maximum tree' using the IRAMUTEQ software, confirming the probable central nucleus of the SR, through the connection between the words “learning” and “knowledge”. The teachers emphasized the concept of lifelong learning and highlighted the main challenges faced in the professional insertion process. It was identified that the most effective measures for Continuing Training are those carried out on site, especially in individual consultations and interactions with peers. However, a distortion was noted in the understanding of the concept of “training”. This study expands research on TRS, dialogues with beginning teachers and management teams, considers the perspective of improved professionalism, and presents Almeida (2007) as a theoretical contribution; Imbernón (2009, 2016); Marcelo (1999); Nóvoa (2022); Romanowski (2012); Tardif (2014); Vaillant and Marcelo (2012), among others.