&lt;b&gt;As representações sociais na construção da identidade profissional e do trabalho docente

Gebran, Raimunda Abou; Trevizan, Zizi

doi:10.4025/actascieduc.v40i2.34534

Cited by 2 publications

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References 2 publications

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“…The analysis of these representations allows us to reflect on the pedagogical practice developed in schools, and, more specifically, in the classrooms, allowing the teachers involved in the process to question their practices and the possible effects of their pedagogical work in terms of students' learning [34], [35]. The relevance of the theory of social representations lies in the possibility of understanding what meanings teachers attribute to inclusion because social representations serve as guides to action, modeling and constituting the elements of the context in which they occur [36], [37]. In this context, a belief system associated with inclusive education and installed in the deficit, is conceptually confused, generates divergent opinions, segregating and excluding practices by teachers, an issue that entails a reductionist and limited perspective of inclusion, which does not adequately address classroom diversity [38]- [40].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020

Muñoz-Oyarce

Monzalve

Sepúlveda-Vallejos

2023

IJERE

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The inclusive education approach refers to the promotion of educability, welcoming all students in the same space. In this context, the systematic review aims to analyze the social representations of teachers about inclusive education in the preschool and elementary classroom, between the years 2010-2020. The study was conducted through a search in the Web of Science (WoS), Scopus, and EBSCO databases. Inclusion criteria such as language, empirical studies, last 10 years, and exclusion criteria considering duplicate articles and gray literature were applied. In the first iteration, a total of 86 original articles were obtained and after applying the exclusion and inclusion criteria, a total sample of 18 articles met inclusion criteria. An exhaustive content analysis of the selected research was carried out through a thematic analysis. The studies were organized in chronological order for descriptive and interpretative analysis. Among the most relevant findings of the study, the categories of diversity in the classroom; teachers and inclusive school; teaching-learning and inclusion stand out. The findings make it possible to respond to the objective of the study, highlighting the change in the teachers’ representations that allow a better understanding, valuation, and respect for the rights of all students, especially in early childhood. As for the conclusion, the adequate articulation between teachers’ representations and practices are essential aspects to generate a social transformation and guarantee an inclusive classroom in contexts of high social and cultural diversity.

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Section: Introductionmentioning

confidence: 99%

Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020

Muñoz-Oyarce

Monzalve

Sepúlveda-Vallejos

2023

IJERE

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Social representations of physical education teachers concerning the game: a qualitative study in Chile

Almonacid-Fierro

Urrutia

Sepúlveda-Vallejos

et al. 2021

ppcs

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Background and Study Aim. The objective of this research was to determine the social representations of the game in physical education teachers belonging to the Chilean educational system, searching for the sense and meaning given by the educators to the game aspect. Material and Methods. The study sample consisted of 14 physical education teachers, who were chosen by the convenience sampling method. Semi-structured interviews were used to collect data from the participants, maintaining gender equity. The analysis of the data obtained was by means of content analysis and the NVivo 11 program was used to process the data. Results. Our research indicates that of the categories analyzed, the highest was the role of the game (22.29%), demonstrating the relevance given by teachers to the game in the development of meaningful learning. On the contrary, the category characteristics of the game (17.42%), describe how teachers visualize the contributions of play at the educational level, in this sense, the role of the game goes beyond motor contributions, but also provides tools for social and cognitive development. Conclusions. For the teachers, the game promotes autonomous and proactive actions of the students, which will be beneficial to understand that playfulness in education implies not to put in contradiction the rational and emotional faculties. This comprehensive view is called full attitude, and it is a relevant step toward the understanding of the game from a complex perspective. In this area, it is evident that, in the social representations of the participating teachers, the game constitutes a natural environment in which children develop, where the physical education teacher should create an environment that facilitates the game, facilitating the expression of autonomy, freedom, creativity, and playfulness.

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<b>As representações sociais na construção da identidade profissional e do trabalho docente

Cited by 2 publications

References 2 publications

Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020

Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020

Social representations of physical education teachers concerning the game: a qualitative study in Chile

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