RESEARCH AND TEACHING: TWO CONTEXTS IN FOCUS REPRESENTATIONS OF ELEMENTARY SCHOOL STUDENTS

• DOI: https://doi.org/10.22533/at.ed.5584172420053

• Palavras-chave: School research, Social representations, Students, Comparing institutions.

• Keywords: School research, Social representations, Students, Comparing institutions.

• Abstract:

  In this work, we aim to summarize two studies on social representations of elementary school students (8th and 9th years) from two educational institutions in the south of Santa Catarina: the college of a community university and a municipal public school. In both, the central question defined was: what are students' social representations about research? Information, in school documents and interviews with students, was subjected to content analysis (BARDIN, 2014), interpreted in light of Moscovici (2015), Jodelet (2001), Guareschi (2000) – corresponding to social representations; Beillerot (2001), Demo (1994, 2006, 2007), Oliveira and Campello (2016) – for school research, among others. The discourse expressed in the document`s values knowledge produced in the context of students' everyday experiences (critical analysis). An intention that is worrying regarding its actual implementation, considering the students' speech. Due to the analysis and interpretation of the data, the social representations about research arising from them do not come close to the basic criteria required, according to the reference authors. In both schools, the hegemonic mistakes of school research appeared more emphasized, contradicting the founding representations that we defend regarding.