Contenido y estructura de representaciones sociales sobre pedagogía y pedagogos en profesores de ciencias

Abstract

This research study was conducted attempting to understand the origins and mechanisms subjacent to professional conflicts between teachers and pedagogues, through the analysis of attitudes and discourses of science teachers regarding Pedagogy, using the Social Representations Theory and the Intergroup Conflict Theory as theoretical frameworks. Data were gathered from four different samples of teachers, pedagogues, and students of a teacher preparation course, who voluntarily answered questionnaires and interviews. Statistical indexes obtained from the collected data suggest that a significant portion of the teachers present a negative attitude towards pedagogy and pedagogues. Whereas the analysis of the interviews suggests the existence of a possible representational system subjacent to their discourses externalized in the form of negative stereotypes of the pedagogue�s image, supported by a conviction of the existence of a lag between theory and practice � the central nucleus of the supposed social representation.