Ser professor/a de Física no Ensino Médio Integrado: representações sociais construídas por professores/as do IFPE - campus Pesqueira

Abstract

Teacher training for Integrated High School requires a didactic-methodological approach consistent with the demands of the teaching and learning processes of this education. In this scenario, in this work, our general objective is to analyze the social representations of being a Physics teacher in Integrated High School constructed by teachers at IFPE – Pesqueira campus. The basic theoretical framework is the Theory of Social Representations, by Serge Moscovici. The study is qualitative in nature. For collection, we used semi-structured interviews. For analysis, the Thematic Category Content Analysis Technique. Five Physics teachers participated. The results showed that, for the participants, being a Physics teacher in Integrated High School means helping to change lives, passing/sharing on knowledge and is a challenge. These social representations were constructed based on the teachers' experiences during their teaching activities. We emphasize that the research may contribute to the initial and continuing training processes of teachers who work and/or will work in Integrated High School.