SOCIAL REPRESENTATIONS TAKEN FROM THE EDUCATIONAL RELATION IN A RURAL SCHOOL FROM MARANHÃO
DOI:
https://doi.org/10.29280/rappge.v5i1.8517Abstract
This study analyzes the construction of the pedagogical relationship in the daily life of educational actors in a teaching situation in a public school in Maranhão, apprehending the Social Representations emanating from this relationship. The theoretical contribution is based mainly on the classical studies on the pedagogical relationship and on the moscovician ideas on the Theory of Social Representations. This is a qualitative research, carried out in a school in the countryside, in which students, teachers and members of the community participated. Data collection was carried out through semi-structured interviews, in depth and by focus groups. Data were systematized according to the procedures recommended by the Content Analysis technique. The results were cataloged in four Thematic Units. The analysis of the data allowed the confirmation that both coexistence in the school and in the common representations sprouted in the familiar environment generate reciprocities and feelings of belonging in the pedagogical relationship; and that the social representations emanating from the pedagogical relationship are anchored in a culture, to a certain extent preserved, of which residents and students surveyed are proud.
