Representações sociais de autonomia e suas implicações na prática docente de professores de Administração da UEFS

Abstract

This paperwork is the result of a study developed in the Postgraduate Program in Education of the Universidade Estadual of Feira de Santana (UEFS), which aims to understand, through the representations of teachers of the Administration Course, as the teaching practice of such subjects contribute to the formation of students' autonomy. In order to reach the planned objective, a research of the qualitative type, based on principles of the Theory of Social Representations - TSR (MOSCOVICI, 1978, 2005; JODELET, 2001; ALVES-MAZOTTI, 1994) was carried out. The research instrument used was the semi-structured interview (MINAYO, 2010), applied with 06 teachers of this course. The data obtained were analyzed from the theoretical conceptions of Morin (2000, 2002), Freire (2016a, 2016b, 2016c), Zabala (1998, 2002, 2010), among other scholars. For the analysis of the produced data, we used some qualitative assumptions of the Content Analysis (BARDIN, 2011). At the data processing stage, three categories were identified: the meanings of autonomy; the teaching practice and its epistemological assumptions; the profile of the student has as subcategory: the student of a night course. Among the main conclusions of this study, we emphasize: the majority of the teachers considered their difficult to modify the representations of the students and to make them recognize that they can be autonomous subjects and authors of their lives; other professors declare that autonomy corresponds to the subject being aware of himself/ herself and his/ her role in the relations that establish, as well as the capacity that the subject has to act with responsibility, consciousness, ethics and criticality; With regard to the strategies developed by the teachers of the Administration Course, some have advanced, using dramatic activities, field visits, reading and summary of texts, work in groups, case studies, which favor the formation of student autonomy. Still others remain in the well-known expositive and boring classes that do not contribute to the development of the autonomy of the trainees. It is good to say, in this respect, that the implementation of differentiated strategies will only be significant for the students' learning and to contribute to the autonomy of these subjects, when the teacher is aware of the epistemological basis that sustains his practice. In order for the Administration Course to actually contribute to students' autonomy formation, it would be necessary to implement collective actions, in which teachers and students r plan strategies that promote this purpose. Another aspect that this study evidenced is the need of implementing institutional policies for pedagogical training for bachelors.