As representações sociais dos estudantes de dois cursos de licenciatura em física da Paraíba

Abstract

To understand how the teacher education courses should address the challenges from contemporary education, we seek to identify the social representations built by graduates of Physics of the Universidade Estadual da Paraíba and Universidade Federal de Campina Grande about their education. The overall objective of this research was to investigate the social representations that students build about these courses. Fifty and sixteen students from various levels from Universidade Estadual da Paraíba and the Universidade Federal de Campina Grande participated in the research, respectively. The technique chosen for the methodology was to use the technique of free association of words. The words were categorized, were grouped semantically, frequency was calculated, as well as the average order of evocation of the words. The constructed categories showed the presence of up to four dimensions of social representation: positive aspects, difficulties found, gaps and achievements related to the course. Thus, the theory of social representation can contribute to understand the way in which students of Licenciatura em Física represent these courses with their potentialities and difficulties. The results indicate that the course causes a certain fascination. However, we verified some problems from both the cognitive level of students and of the pedagogical part of the course. A critical analysis of social representations of the students can contribute to tread a way to form a positive image of the course and of the professional valorization of the Physics Teachers in our society.