Teachers’ meeting: shared senses

Abstract

This article presents the results of a study that aimed to analyze the social representations of teachers’ meetings, shared by teachers of the Municipal Education System of Jaboatão dos Guararapes. The theoretical and methodological framework adopted in the research was the Theory of Social Representations proposed by Serge Moscovici and the culturalist approach proposed by Jodelet. This framework constituted the basis for the analysis of the data which was collected through questionnaires of free association of words and semi-structured interviews and interpreted by the technique of content analysis of Bardin. The results reveal ambiguous senses of social representations of teachers’ meetings shared by teachers, indicating progressive/traditional perspectives. Such perspectives constitute a conjunction of interrelated distinct elements, adding senses attributed to the evaluation and to the democratization of relations. Not only these social representations of teachers’ meetings point to an evaluative action that is objectified in the teaching and learning of the teacher and the student but also are simultaneously kept restricted to the learning and /or non-learning of the student. The anchorage refers to the condition of democratization of relations through dialogic reflection as well as using this condition to maintain the power figure of the teacher.