Representação social e construção da identidade de pedagogas alfabetizadoras

Abstract

This study aims to analyze the social representations of literacy teachers from the UEMA Pedagogy Course, campus of São Luís, about their graduation process. The adopted methodology is based on the qualitative approach, using as semiestrutura interview research technique performed with the literacy teachers collaborating, especially the initial training process and the professional experience as a literacy educator. The theoretical basis is: formation of pedagogue Pimenta (1996, 2006), Farias (2011), Demo (2001), Freire (1996), Libâneo (2001, 2006); social representation Moscovici (2007), Jodetet(1989), Guareshi, (2012) Dotta (2006); aplicated linguistics and identity Moita Lopes (2009) Rajagopolan (2003) e Hall (2013); interaction ism Bronckart (2006, 2008, 2012), Bakhtin (1981, 1992, 1998, 2003), Vygotsky (2008).In the analysis of the data, three categories were constructed: pedagogues profile, pedagogues representation about their formation and construction of pedagogue identity. The research results reveal contradictory representation of themselves as elementary teachers. Sometimes they aim at ideal processes of beingand acting as elementary teachers and thers they point to the dificulties. Consequently the profissional pedagogue identity are contraditory and of the teaching process in flux.