Pesquisadores em construção : representações sobre pesquisa e pesquisador na elaboração e apresentação do TCC em um curso de Letras

• Ano de defesa: 2008
• Autor(a) principal: Souza, Jefferson Adriano de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá; Departamento de Letras
• Palavras-chave em Português: Representação social; Formação de professores; Curso de Letras; Pesquisa; Brasil.; Social representation; Teachers training; Research in Language and Literature; Course; Monograph; Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4268

Social representations (SR) involving research construction process in higher education and the researcher's identity in the Language and Literature Course are provided. Initial SRs of three future teachers of the fourth year of the above-mentioned course with regard to research researcher and their perceptions during the production of their last year monograph were charted. They were compared to social imaginary SRs and to those in official documents. Foregrounded by SR theory propounded by Moscovici (1978, 2003), Demo (1998) and Fazenda (1997, 2000) and by official documents that regulate research in Language and Literature Courses, the influence of SRs in the construction of professional identity of future teachers was verified. Representations that make up planning, organization, execution and evaluation of their Monograph, with special emphasis to their witness, have been registered. A qualitative ethnographic research was chosen since social meanings, the results of culture, were focalized. Analyses reveal that during the execution process, the future teachers widen their ideas with regard to research and make them very close to their own SR on researchers and SRs extant in official documents. Research-researchers' SRs as higher entities break down considerably even though they do not disappear. Development of autonomy and trust is shaken, whereas criticisms, or rather, self-criticism, albeit significant, fail to consolidate the transformation of the future teachers into researchers. The identity of the student of the Language and Literature Course and all SRs involved do not supplant the researcher's and the professional educator's identity. Results show that more dedication should be given to a training that naturalizes research and the positing of problems so that the identity of the professional could be consolidated with a maximum of reflections and activities through real contacts with basic education and its contextual problems.