Representações sociais dos professores dos anos iniciais do ensino fundamental acerca de currículo e suas implicações pedagógicas na prática educativa.

Abstract

The monograph entitled "Social representations of teachers in the early years of elementary school about curriculum and its pedagogical implications in educational practice" consists of an investigation of the pedagogical practices of these teachers as agents operacionalizadores curriculum in the classroom. The work is research question the need to understand what implications the social representations of the curriculum for teachers of the early years of elementary education have on their teaching practices in the classroom? Aiming therefore analyze the social representations of teachers about curriculum and its implications for educational practice in the early years of elementary school. This becomes relevant in that it serves to discuss the importance of understanding the relevance of encourage further studies on the role of the theory of social representations as enlightening educational processes and in particular the relationship between curriculum and practice teaching of teachers, as well as to expand the vision of teachers on the ambiguous character of the curriculum and the role of these agents as critical and reflective of their practices and therefore also resume builders. The research was conducted on the basis of the principles of qualitative research quantitatively with qualitative preponderance, using as instrument for data collection of observations and meeting planning practices of the subjects, and as a strategic tool, and observation an interview semi-structured interviews with ten teachers of the early years of elementary education in two public schools in the peripheral zone of the city Cajazeiras - PB. Among the main results of the research found a weakness of the teachers interviewed for with the ambiguous character of the curriculum and therefore pedagogical practices based on a reductionist and purely technical perspective of educational processes conducted in public schools, one of the positives would be the understanding of these to further deepen the studies of this conceptual field as well as in some cases the understanding that the curriculum can not be reduced solely to a "curriculum" of content to be taught.