Social representations about children and beingnursery school teachers held by pedagogyundergraduates from ufms and unesp
DOI:
https://doi.org/10.5212/PraxEduc.v.6i2.0010Abstract
This text presents the preliminary results of an ongoing research that, based on Moscovici’s Social Representation Theory, investigates the interference of initial training processes in the representations that students from two different courses of Education has and build about the pedagogical work in Nursery Education (NE). The study is longitudinal in nature and accompanies the students in their initial training process, from 2009 to 2012, using questionnaires and interviews as data collection tools. Thus, in this article we will consider the analysis of representations about children and what it is and how it is to be a nursery education teacher. The data indicate no elaboration on what it is and how it is to be a teacher of young children, nor on the specificity of the educational work in NE, allowing us to state that in both groups the use of the terms teacher and child is related to the work developed in Primary Education.
Keywords: Social representations. Nursery education. Teacher training.
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