Navegando por Autor "CASTRO, Monica Rabello de"

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    As representações sociais de profissionais da assistência sobre o Estatuto da Criança e do Adolescente: estratégias e argumentos
    (2008) CASTRO, Claudia Rabello de; CASTRO, Monica Rabello de
    The aim of present study was to identify the analyzes of social representations about Children and Adolescents Statute (CAS) that is done by assistance professionals from the City of Campos dos Goitacazes. That law is still polemic and its main controversy is directed to its application to Brazilian reality. After 15 years, the exam of those controversies as well as the investigation, in specific contexts, of range and limits reached by institutions interested on its implementation, remains relevant. The city of Campos gave priority to children assistance and states that CAS is its guidebook. Through articulation of social representations theory, by Serge Moscovici, with new approaches of rhetoric, we intended to validate a methodology of rhetoric analyses of Campos assistance professionals speech. It is assumed that social representations are constantly reconstructed by context demands and that reconstruction is related to commitments established by language shared by social groups. Concepts of agreement, auditorium and argument, as it is stated by Chaïm Perelman, as well as implicit analysis, from Oswald Ducrot were used. Analyzes were oriented by the concept of metaphor, as it was established by George Lakoff and Mark Johnson, and the model of argumentative strategy, based on Argumentative Theory. Results showed some shared aspects in subject representations, that were grouped according its functions inside institutions in: GR - government representations, C - counselors and A - educative agents. RG and C groups have, as central representation, alignment to CSA established directions. The speech of the first ones is focused on value of governmental assistance politics. The last ones put themselves as CAS defenders, worried about valorizing their works, which could loose importance and prestige when faced to society. Far from the other two groups, group A shows CAS unfamiliarity and a nature concept of the law. However, it is the only group where children and adolescents are considered as subjects that are able to change their own reality. For the others the solution of that population problem is focused on governmental actions or in family corrections. Main practice difficulty pointed out by RG and C groups is about Streets Children assistance. They blame family by marginality and consider it a fundamental piece of CAS applicability. For educative agents, CAS appears as something to difficult a corrective practice. Representations about ordinary practices pointed to them means to be submitted to the old law. Diverged aspects of the social representations were also analyzed in all three groups.
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    Representações sociais de inovação pedagógica por professores da educação básica
    (2018) DOMINGOS, Silvio Duarte; CASTRO, Monica Rabello de
    O objetivo desse estudo foi investigar junto aos professores da Educação Básica, as representações sociais a respeito de Inovação Pedagógica. A pesquisa foi realizada tendo a abordagem processual da Teoria das Representações Sociais, como referencial teórico-metodológico.
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    Representações sociais de inovação pedagógica por professores da educação básica
    (2018) DOMINGOS, Silvio Duarte; CASTRO, Monica Rabello de
    Legislation and public policies for Education, rather than opening the space for innovation in pedagogical practices, places it as a primary factor for the improvement in Education in Brazil. However, one cannot speak of innovation in this field, without looking at the teacher, who is fundamental in this field. Having the teacher as a fundamental agent in Education, it is necessary to be attentive to their professional practice. The literature points to a gap between what is said about innovation and what is actually done by teachers. In general, there is a desire to innovate, but this does not appear in teaching practices. Thus, discourses sustain ideas that are incompatible with educational contexts, generating an abyss between what is sought and what is realized. The objective of this study was to investigate with the teachers of Basic Education, the social representations regarding Pedagogical Innovation. The research was carried out taking the procedural approach of Theory of Social Representations, as a theoretical-methodological reference. Ten Basic Education teachers contributed to the research. Semi-structured interviews and non-participant observation were used, interviews were analyzed using the Argumentative Strategy Model (MEA). It was verified that their representations are aimed at: change, improve, and differentiate and novelty and anchor themselves in: new technologies and constructivism, elements from their initial formation. It was concluded that the participating subjects see Pedagogical Innovation as something external to themselves and sometimes distant. They relate the term to technology, do not perceive themselves as subjects that promote innovation and present several obstacles to an innovative pedagogical practice.