Social representations of reading: central and peripheral elements of these representations among teachers

Authors

  • Elsa Maria M. Pessoa Pullin UNIVERSIDADE ESTADUAL DE LONDRINA- UEL
  • Leila Cleuri Pryjma Autarquia Municipal de Educação, de Apucarana

DOI:

https://doi.org/10.5212/PraxEduc.v.6i2.0004

Abstract

This paper aims to characterize the structure of the social representations of reading held by first and middle-school teachers from city public schools in a city in the interior of Paraná, Brazil. A free word association test was used for data collection. Of the 322 different words recorded, which were processed by the EVOC software, the elements "know", "inform" and "essential" seem to be central. For this group of teachers, reading is essential and necessary for knowledge acquisition. Implications of these meanings of reading and suggestions are presented throughout the paper.

 

Keywords: Reading. Social Representations. Teachers.

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Author Biographies

  • Elsa Maria M. Pessoa Pullin, UNIVERSIDADE ESTADUAL DE LONDRINA- UEL

    Pedagoga, com Mestrado e Doutorado em Psicologia pela USP. Docente do Departamento de Educação da Universidade Estadual de Londrina. Atua no curso de Pedagogia e no Programa de Mestrado em Educação.

  • Leila Cleuri Pryjma, Autarquia Municipal de Educação, de Apucarana
    Graduada em Letras, com especialização em Gestão Escolar e em Psicopedagogia. Mestranda em Educação, na Universidade Estadual de Londrina. Acessora pedagógica da rede de ensino municipal de Apucarana

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Published

2011-12-07

Issue

Vol. 6 No. 2 (2011)

Section

Artigos

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How to Cite

Social representations of reading: central and peripheral elements of these representations among teachers. Práxis Educativa, [S. l.], v. 6, n. 2, p. 207–222, 2011. DOI: 10.5212/PraxEduc.v.6i2.0004. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/2439. Acesso em: 21 may. 2026.