A educação superior e as políticas de formação docente : representações sociais por estudantes de licenciaturas

Abstract

The idea that teaching is devalued in Brazil has gained strength for many decades. The discussions around the precarization of teaching indicate that pre-service teaching degrees are legitimate objects of social representations (SRs). The main objective of this research was to identify the SRs that students of Biological Sciences elaborate on higher education and teacher education policies. This is a qualitative case-study conducted in a public university located in the state of Minas Gerais. Data was collected through a questionnaire and analyzed using evocation analysis (Doise, 2002) and content analysis (Bardin, 1979) with the aid of the EVOC and ALCESTE software programs. Thirty-nine subjects participated in this research. The results indicated the existence of a common ground between the thinking of Biological Sciences and Humanities students. This thinking is a snapshot of the situation of basic education teachers that is filled with the historical signs of the devaluation of teaching. Variations between groups of participants were identified as a result of professional goals. While Biological Sciences students demonstrated a desire to obtain a Bachelor's degree with the intention of becoming researchers, Humanities students stated the desire to become basic education teachers. The conclusion suggests that the SRs on higher education policies and teacher education are anchored in historically constructed features and concepts about the pre-service teacher degree. Negative conceptions affecting pre-service degrees and teacher training policies are based on hegemonic values in contemporary society that contribute to the increasing devaluation of these degrees. The study also underscores the need for the creation and implementation of teacher education policies that are more attractive to young people, a challenge that needs to be addressed with seriousness and urgency.