The Social Representations of parents and guardians on the work of teachers in urban CEIMS

Author(s):

Luciana de Oliveira(presenting / submitting)Maria Helena Batista Vilares Cordeiro(presenting)

Conference:

ECER 2011

Network:

14. Communities, Families and Schooling in Educational Research

Format:

Poster

Session Information

14 SES 9.5 PE/PS, Poster Exhibition / Poster Session

Time:

2011-09-15

12:00-13:30

Room:

Seminarzentrum - Posters

Chair:

Contribution

The overcoming of the historical barriers that divide family and professors is, therefore, a problem cultural politician and, reason of study of the question whom a theoretical referencial capable requires to make possible the analysis stop beyond the limits of the interpersonal relations. If it considers that the Theory of Social Representations TRS if constitutes in a support theoretician-metodológico appropriate to explicitar, to understand and to suggest strategies of overcoming of the conflicts as observed between families and the professors.

Developed for Moscovici (1978), the TRS has as premise to identify “vision of world” of the individuals or groups which they use to act and to take position. According to it, it is indispensable to understand the dynamics of the social interactions to clarify the determinative ones of practical the social ones (ABRIC, 1994).

Method

This study aims to characterize the social representations of parents and guardians on the work of teachers in urban CEIMs (Municipal Early Childhood Education Centers) in Chapecó, SC, Brazil. Social Representations Theory constituted the methodological theoretical framework for the generation, analysis and interpretation of data. Ninety parents took part in the survey, with children registered in nursery, infant and preschool classes in three CEIMs. The CEIMs were selected based on their location in three communities with different socioeconomic levels. The research was carried out in two stages. First, the participants answered a questionnaire issued by the researcher, which was applied in groups, in the researcher’s presence, or individually for those who were unable to take part in the collective application. The questionnaire included structured questions concerning the subjects’ social demographic profile, as well as free association questions, with CEIM, CHILD and TEACHER as the prompt terms. The answers to the free association questions were analyzed using the software EVOC, which organizes information according to frequency and order of evocation, enabling the structure of the social representation to be identified.

Expected Outcomes

It was found that for the parents, the meanings most likely to constitute the central nucleus of representation show the CEIM as an educational space, with a strong emphasis on learning and child safety. The children’s image was strongly associated with play, and was seen mainly in terms of affectivity. In the teachers’ representations, elements of affectivity and responsibility were also predominant, as the most appropriate qualities for meeting the child’s needs. Some of the parents placed strong emphasis on aspects related to teachers’ training. The analysis of the semantic space produced by MSA showed that in the representation of the teachers’ work, the contents related to teacher training, and their responsibility to create a safe and caring environment, as a means of promoting learning, were emphasized in the three CEIMs. It was also seen that in CEIM F, which belongs to a socioeconomically and culturally deprived area, the aspects of the teacher’s work considered most important related to safety, well-being and children’s play. By contrast, in the CEIMs located in communities with higher socioeconomic and cultural status, parents understand care in the broader sense of looking after other people, as well as the environment, and emphasize socialization and the learning of values as the main objectives of the teacher’s work.

References

ABRIC, J. C. O estudo experimental das representações sociais In: JODELET. D. As representações sociais. Rio de Janeiro: Ed.UERJ. 2001. FREITAS, M. C. de; KUHLMANN JR. M. Os intelectuais da História da Infância. São Paulo: Cortez,2002. HADDAD, L. A relação creche-família: relato de uma experiência. Cadernos de Pesquisa. São Paulo, n.60, fev.1987. JODELET, Denise. As representações sociais: UERJ. R.J. 2002 FLAMENT, C. Estrutura e dinâmica das representações sociais. In: JODELET, D. (Org.). As representações sociais. Rio de Janeiro: EDUERJ, 2001. MOSCOVICI, S. Representações Sociais: investigação em psicologia social. Trad. Pedrinho Guareschi. Petrópolis, RJ.: Vozes 2003. ROAZZI, A. Categorização, formação de conceitos e processos de construção de mundo: procedimentos de classificações múltiplas para o estudo de sistemas conceituais e sua forma de análise através de métodos multidimensionais. Cadernos de Psicologia, vol. 1, p. 1-27, 1995.

Author Information

Luciana de Oliveira (presenting / submitting)

Secretaria Municipal de Educação de Chapecó-SC-Brasil

Secretaria de Educação

Chapecó

Maria Helena Batista Vilares Cordeiro (presenting)

Secretaria Municipal de Educação de Chapecó-SC- Brazil

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