Educação e Psicologia: representações sociais de professores na rede pública

Abstract

This dissertation reports the results of a research on Social Representations obtained among effective teachers in public school, about the relationship between education and psychology in the school context. The initiative was based on the circulation of the bill determining the inclusion of psychologists and social workers in public education across the country (PLC 3688/2000). It was characterized as basic and exploratory research in order to collaborate in the debate on the psychologist's presence at schools. The conduction of the study was based on two key steps: descriptive analysis of quantitative data (questionnaires), illustrating the profile of teachers in public schools in the city of Uberaba-MG, and identification of the Social Representations obtained through the speeches recorded in interviews. We sought answers to two key questions: what is the profile of basic education teachers in the city and what vision these teachers have about Education and Psychology. To support these processes, we conducted a survey on recent scientific literature, we presented the contributions of research on teacher professionalization and recorded unsystematic observations in visits to schools. In the research we tried to understand what teachers of basic education think about the role of School and Educational Psychology, and also that of psychologists, in school routine. We employed Social Representations theory to guide the approach, and the interpretation of the material was based on the resources of content analysis and data triangulation. As to the results, the thematic analysis enabled we could find categories and representations similar to those raised by recent researches performed in the country, and also provided evidence to a better knowledge of who these subjects are and what do they think.