Extending Primary Education to nine years: among the regulations of the education policy, the theoretical movement, and the social representations of state school professionals
DOI:
https://doi.org/10.5212/PraxEduc.v.6i2.0002Abstract
This paper aims to analyse the social representations of professional education groups of two schools (a city school and a state one) about the policy of extending primary education to nine years. Some relationships between the individual and social nature of social representations were made clear, and the reasons why public schools have been carry on traditional pedagogical practices were investigated. The research consisted of interviews with the directors and coordinators of both schools. The conclusion was that these professionals attribute positive characteristics to the policy, but they do not know its origins or its bases; the text of the policy presents some progressive aspects, but the contradictions resulted from the government guidelines end up encouraging historically experienced practices, which makes it difficult to reorganise the school work environment.
Keywords: Social representations. Nine-year primary education. School management.
Downloads
Published
Issue
Section
License
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
