Pedagogical innovation

social representations of pedagogy professors

Abstract

In Brazil, several policy proposals aim to promote educational changes in schools and universities, through innovation. Recent investigations on the subject point to the central role of the professionals involved in the innovative process. Considering the relevance of this theme for Brazilian Education, it becomes necessary to investigate the conceptions of professors who teach pedagogues. Thus, this article aimed to understand the processes of objectification and anchoring of social representations of pedagogical innovation by professors of Pedagogy. It was attended by 20 professors from a private university in the city of Rio de Janeiro. To achieve the proposed objective, a qualitative, exploratory-descriptive research was carried out, adopting the Theory of Social Representations as a theoretical-methodological framework. The data were collected through semi-structured interviews, being analyzed according to the Content Analysis, supported by the IRaMuTeQ software. The results reveal that the social representations of Pedagogy professors are objectified at “active methodologies” and “different didactics” and they are anchored in their “professional experience”. It is concluded that the subjects perceive that the didactics need to be different from the traditional pedagogy, which, for them, would be made possible through methodologies centered on the students. However, there is no mention of the way the student learns, which is a pillar in the theories that these professionals bring in their arguments.

Keyword: Teachers Graduation. Social Representations. Active Methodologies. Pedagogical Innovation.