Ensino médio: um estudo com licenciandos e professores à luz da teoria das representações sociais.

Abstract

The High School has lately suffered several changes in the curricular scope which are expressed in the legislation itself. Based on this, the curricular structure is being configured in a National Curricular Common Base - BNCC that was divided into formative itineraries. In light of these changes, we reflect on the following question: what do Chemistry students at the UFCG-CES and the chemistry professionals at the Cuité schools think about high school, as well as these changes in education, and how can these reformulations interfere in the teaching process? Consequently, we sought to answer these questions, from the Theory of Representations through the structural approach of Abric. In this way, this work sought to investigate the social representations of high school graduates in Chemistry of the UFCG-CES and the professors of Chemistry of Cuité - PB. The study is characterized as a pluri-methodological approach of a qualitative and quantitative nature. Therefore, the research was carried out in two stages. In the first part we used the participant identification questionnaire and the Free Association of Words - TALP as instruments to get closer to the social Representations of individuals. This technique allows to know the central nucleus of the representation. Subsequently, semistructured interview scripts were developed, which were intended for undergraduates and teachers. The analysis of the data occurred through the analysis of thematic content of Bardin and software evocations. Some of the results indicate that the participants' life experiences influence the construction of the central nucleus of their representations, thus, in their totality, disapproval of the new approach to secondary education, both by the undergraduates and also by the teachers, since such measures may influence their profession and the education of young people.