Alteridade no multiculturalismo: representações sociais de professores da rede pública de São Paulo

• Ano de defesa: 2019
• Autor(a) principal: Nunes, Monica Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Mestrado Profissional em Formação de Gestores Educacionais; UNICID
• Palavras-chave em Português: Representações sociais; Alteridade; Dialogicidade; Multiculturalismo; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/304

The research turned attention to the triad teacher, student and object of knowledge. The triad, in terms of the dialogical perspective of the theory of social representations, can be identified by the triangulation: Ego - Alter - Object. The research aimed to understand the social representations of elementary school teachers from 6th to 9th grade of the São Paulo municipal public education network about the immigrant student. The elected school was distinguished by multiculturalism, as 10% of its total students are immigrant students from Argentina, Bolivia and Chile. The dialogical approach of social representations was the guiding of the adopted methodology. To meet the proposed objective, nine school visits were made, seven of them, recorded in field journals, and additional two focus group sessions were held with eleven elementary school specialist teachers from grades 6th to 9 th, divided into two groups: one with teachers over 10 years of experience and another with teachers with less teaching time. The systematization, coding, categorization and analysis procedures respected what was exposed by Marková et al. (2007), combined with that proposed by Franco (2008). From the analysis it was possible to infer five categories of meaning associated with the dialogical triad: (1) Being a teacher; (2) Brazilian students vs. immigrant students; (3) teaching content and methodologies; (4) factors external to the teaching and learning processes; (5) complain. The focus of the featured research, related to the teachers' social representations about immigrant students, was highlighted. These representations became evident in the discourse, in confrontation with the representations about Brazilian students, and shed light, especially, on students of Bolivian origin. Identity and otherness dynamics linked to the use of the words “we” and “them” seem to be filled, especially in the group of teachers with longer teaching time, with a positive idealization in relation to immigrant students, and negative in relation to Brazilians. The dialogues between the teachers allowed us to identify that immigrant students are more “well behaved”, “dedicated”, “organized”, “keep the material clean”, and have the support of the family context. Despite the difficulties with the Portuguese language, Bolivian students stand out from Brazilian students in their use of other languages, such as mathematics and art (especially drawing). With the obtained results, we seek to obtain elements for the elaboration of a reference material, in other words, a “toolkit” that favors the teaching work facing the challenges of multiculturalism.