THE PUBLIC SCHOOL TEACHER IN THE SOCIAL REPRESENTATIONS OF UNIVERSITY STUDENTS

Abstract

The article identifies the content and structure of the social representations of a public-school teacher, built by students from the Federal University of Pernambuco (UFPE). This is a qualitative study in which 372 students participated, exclusively from public schools, enrolled in different courses at UFPE. We used as data collection techniques a questionnaire and a test of free association of words. Data were analyzed using the Iramuteq software. The results revealed a representational content of a public-school teacher centered on incentive. The structure of this representation is centered on socio-affective aspects and professionalism, associated with challenges that discourage teachers. The article gives visibility to factors that contribute to the lack of interest in teaching, that is, it highlights the working conditions and the context of social devaluation of teachers, from those who are directly involved and depend on their practices at school: students. In view of the results, we indicate the need to formulate policies that cover the training and social valorization of professional teachers.