A FORMAÇÃO INICIAL DO(A)PROFESSOR(A)DE GEOGRAFIA: UM ESTUDO DAS REPRESENTAÇÕES SOCIAIS DO SER PROFESSOR(A)

Abstract

This article presents part of the results of the research carried out in the master's degree in education, in which the social representations of geography graduates about being a teacher were investigated. This research aimed to understand the social representations of undergraduate students in geography about being a teacher in this discipline. To this end, we sought to identify the semantic field of the social representations of the graduates and the internal structure of such representations. To achievethese objectives, we used the Theory of Social Representations as a theoretical-methodological approach (MOSCOVICI, 1961), as well as the structural approach (ABRIC, 1994). We used as instruments of data collection questionnaire of free association of words and semi-structured interview. For data analysis, we used the Iramuteq software and the content analysis technique (BARDIN, 1977). 149 research subjects in geography from two federal higher education institutions in the Metropolitan Region of Recife (RMR) participated as research subjects. As results found we have the social representations of the undergraduate students in geography falling into four categories: disciplinary, pedagogical, affective and professional, with the disciplinary and pedagogical category having the greatest expressiveness. These results do not exhaust the discussions about the social representations of being a teacher, in reality they are propositional for the development of new researches that think about the initial formation ofthe geography teacher