A representação social dos professores de uma escola estadual de ensino fundamental e médio do município de Nova Floresta sobre a sua ´prática de ensino no EJA.

Abstract

This research was developed in the area of Education for Y oung People and Adults and had as theoretical assumption the Theory of Social Representations whose objective was to analyze the social representation of the teachers of a State School o f Primary and Secondary Education of the city of Nova Floresta I PB, about Teaching practice in the EJA. In accordance with the proposed objectives and the basic theory, the research had an exploratory and descriptive research profile, in which semi-structured interviews were used as a methodological way, appropriating the teachers' own discourses for the qualitative analysis of the data Respecting the didactic sequence proposed by the technique of Content Analysis, in Bardin. Among the main results, we recorded that, in relation to the social representation of EJA, teachers presented in their discourses different ways of presents the educatio~ emphasizing the school point of view; And, domestic education. About the social representation of teachers about their teaching practice in the EJA classes, for most of the interviewees the practice of teaching this classes is "chaUenging": And about teachers' representation on Solidarity Economy (ECOSOL), only one Of respondents represented ECOSOL as a modeJ of development and encouragement of the students' natural skills. In this sense, through the results analyzed, it was possible to identify how teachers represent their praxis in the classroom in the classes o f EJA, presenting themselves in a timid, confused and resistant way in maintaining a traditional educational position.