“Estar ali é uma forma de resistência”: as representações sociais de professores sobre alunos de um pré-vestibular social no Complexo do Salgueiro-SG

Abstract

This dissertation proposes a study on the social representations of the student among educators of a social preparatory course in the Complexo do Salgueiro, in São Gonçalo, RJ, and how these representations influence the sociopedagogical dynamics of the project. The objectives of this study were: to relate the social preparatory course as a non-school space that articulates knowledge of Social Pedagogy; to identify whether the representations shared by the educators are social or not; and to analyze how these representations guide the social dynamics of the subjects involved in the socioeducational environment. The research developed a qualitative approach, using as methodological tools field diaries with a phenomenological basis, inspired by Husserl, Depraz and Ferreira, in addition to semi-structured interviews with the educators of the project. The data obtained were analyzed in the light of the rhetoric-philosophical discourse, according to the contributions of Aristotle and Olivier Reboul. The theoretical bases that support this study refer to three aspects that permeate it: in the field of Social Pedagogy, Paulo Freire, Xésus Jares, Isabel Baptista and Arthur Ferreira stand out; in the Theory of Social Representations, Serge Moscovici and Willem Doise; and, in the discussions on social preparatory courses, Renato Santos and André Vasconcellos. The main results revealed that the social representations of student in the context of that preparatory course revolved around a figurative core of “resistance”. This core unfolds into four images — slum dweller, dreamer, warrior, and transformer — that shape the social dynamics in the teacher-student relationship. Thus, it is concluded that there are social representations organized from this nucleus, which are significantly influenced by the territory in which the social preparatory course is located, by the experience of each individual and by the relationship between teachers and students. Social Pedagogy was identified as a field that can guide practices in relation to the social content present in this socio-pedagogical context. Moreover, it has been observed that pedagogical practices addressing socially oriented content occur in isolation among teachers, relying primarily on individual perceptions rather than being coordinated or collectively articulated by the entire social group.