Abstract
This article is the result of an information-centric survey of 227 pre-adolescents – thirteen to fourteen years old – from elementary school. Its objective is to reflect on the teaching of these young people, whose different faculties, potentials and skills equip them to be part of the decision-making process about teaching methods. The discussion is supported by Social Representations Theory because it reflects the interdisciplinary potential, combining students, teachers and managers in a one-dimensional perspective. For this purpose, it is a precondition to involve these educators in the process of continuing training, making them active researchers of the educational phenomenon, capable of improving daily practice by means of scientific methods. The methodology is defined by the application of questionnaires to focus groups in order to reveal their opinions about the daily routine at school. The results indicate that Quality in School Education is associated with respect and trust between students and educators, activities that make students feel valued, and the participation of students in processes which affect the school dynamics. There is also evidence that substantiates the view that Quality in School Education is based on a fictional social space, a school which does not actually exist. In this sense, Quality is designed for an imaginative future far removed from the present situation in which the students find themselves.
Sandra Lúcia Ferreira is a teacher and researcher at the City University of São Paulo (UNICID) and an invited professor at the Paulista State University (UNESP). She is an associate researcher at the International Centre for Studies in Social Representations- Subjectivity and Education (CIERS-ed) at the Carlos Chagas Foundation (FCC) and the Centre for International Studies in Social Representations (NEARS). Email: 07sandraferreira@gmail.com.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
Alda Judith Alves Mazzotti is Emeritus Professor at the Federal University of Rio de Janeiro and at the Estácio de Sá University, where she is a full professor in the area of Educational Psychology. She completed her doctoral studies in educational psychology at New York University. Her academic production focuses on research methodology, where her work is an obligatory reference in the area of education. She develops with this methodological rigour countless studies in social representations, having implemented a research group that focuses on analysing teacher knowledge, teacher training and work, teacher identity, school failure, public school students, and child labour. Email: aldamazzotti@gmail.com.
- 2.
Initial Context Units (ICU) are defined according to the researcher and the nature of the textual data. In this study, as the data were provided from responses to a questionnaire, each item answered was considered an ICU. The ICU set was the corpus of analysis, processed by the software.
- 3.
Elementary Context Units (ECU) are small segments of participants’ responses to a specific item, typically three lines in length, scaled by the software depending on the size of the corpus, and complying with the punctuation and the order of appearance in the text.
- 4.
Chi-square distribution is used in this research, because its values quantitatively reveal the relationship between the products of the research – via analysis of the focus group documentation – and the planned distribution of the phenomenon.
- 5.
The term Freedom of expression is used in the United Nations Convention on the Rights of the Child (UNCRC) of 1989, an international treaty that is part of the global system of human rights. Among other things, the UNCRC states that children have the right to “express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously”. https://www.unicef.org.uk/what-we-do/un-convention-child-rights.
References
Abric, Jean-Claude (Ed.), 1994: Pratiques sociales et représentations (Paris: Presses Universitaires de France).
Aguiar, Fernando Henrique Rezende; Conceição, Maria Inês Gandolfo, 2009: “Expectativas de futuro e escolha vocacional em estudantes na transição para o ensino médio”, in: Revista Brasileira de Orientação Profissional, 10,2: 105–115.
Alarcão, Isabel, 2007: Professores reflexivos em uma escola reflexiva (São Paulo: Cortez).
Araújo, Emília Rorigues, 2011: “A política de tempos: elementos para uma abordagem sociológico”, in: Revista Política e Trabalho: 19–40.
Araújo, Emília Rorigues, 2005: O futuro não pode começar (Braga: Universidade do Minho).
Arruda, Angela, 2014: “Representações sociais: dinâmicas e redes”, in: Sousa, Clarilza Prado de; Ens, Romilda Teodora; Villas Bôas, Lúcia; Novaes, Adelina de Oliveira; Stanich, Kamila A. Biasoli (Eds.): Angela Arruda e as representações sociais: estudos selecionados (São Paulo/Curitiba: Fundação Carlos Chagas/Champagnat Editora): 39–66.
Bae, Berit, 2016: “O direito das crianças a participar – desafios nas interações do quotidiano”, in: Da Investigação às Práticas, 6,1: 7–30.
Bardin, Laurence, 1977: Análise de conteúdo (São Paulo: Martins Fontes).
Bauman, Zygmunt, 2007: A vida fragmentada: ensaios sobre a moral pós-moderna (Lisbon: Relógio d’Água).
Bauman, Zygmunt, 2017: Tiempos líquidos: vivir en una época de incertidumbre (Barcelona: Tusquets Editores).
Brasil, 1990: Lei Federal nº 8.069: Dispõe sobre o Estatuto da Criança e do Adolescente (Brasília: Congresso Nacional).
Costa, Marcio da; Koslinski, Mariane Campelo, 2006: “Entre o mérito e a sorte: escola, presente e futuro na visão de estudantes do ensino fundamental do Rio de Janeiro”, in: Revista Brasileira de Educação, 11,31 (January/April): 133–201.
Doise, Willem, 2002: “Da psicologia social à psicologia societal”, in: Psicologia: Teoria e Pesquisa, 18,1 (January–April): 27–35.
Ferreira, Sandra Lúcia, 2018: “Representações sociais e valores na perspectiva dos estudantes concluintes do ensino fundamental”, in: Almeida, Julio Gomes; Diniz, Priscila M. (Eds.): Avaliação institucional no ensino fundamental: O que pensam os alunos sobre educação de qualidade (Curitiba: CRV): 215–228.
Ferreira, Sandra Lúcia; Marcondes, Anamérica Prado; Novaes, Adelina, 2017: “Indicadores psicossociais: um olhar ampliado para processos educativos”, in: Estudos em Avaliação Educacional, 28,69 (September–December): 874–894.
Jodelet, Denise, 2015: “Problemáticas psicossociais da abordagem da noção de sujeito”, in: Cadernos de Pesquisa, 45,156 (April–June): 314–327.
Jodelet, Denise (transl. Ulup, Lílian), 2009a: Loucuras e representações sociais (Petrópolis/RJ: Editora Vozes).
Jodelet, Denise, 2009b: “O movimento de retorno ao sujeito e a abordagem das representações sociais”, in: Sociedade e Estado, 24,3 (September–December): 679–712.
Jodelet, Denise (Ed.), 2001: As representações socia (Rio de Janeiro: Editora da UERJ).
Jodelet, Denise, 2017: Representações sociais e mundos de vida (Paris/São Paulo/Curitiba: Éditions des archives contemporaines/Fundação Carlos Chagas/PUCPRess).
Jovchelocitch, Sandra, 2000: Representações sociais e esfera pública: a construção simbólica dos espaços públicos no Brasil (Petrópolis/RJ: Vozes).
Kronberger Nicole; Wolfgang, Wagner, 2002: “Palavras-chave em contexto: análise estatística de textos”, in: Bauer, Martin; Gaskell, George (Eds.): Pesquisa qualitativa com texto, imagem e som: um manual prático (Petrópolis: Vozes): 416–442.
Lane, Sílvia Tatiana Mauer, 1984: “A psicologia social e uma nova concepção do homem para a psicologia”, in: Lane, Sílvia Tatiana Maurer; Codo, Wanderley (Eds.): Psicologia social: o homem em movimento (São Paulo: Brasiliense): 10–19.
Marcondes, Anamélia Prado; Sousa, Clarilza Prado; Ferreira, Sandra Lúcia, 2018: “Formação docente nas licenciaturas: um olhar psicossocial com foco nos espaços sociais, tempos e valores”, in: Sousa, Clarilza Prado; Marcondes, Anamérica Prado; Jardim, Anna Carolina Salgado; Coêlho, Vanusa dos Reis (Eds.): Qual o futuro? Representações sociais de professores, jovens e crianças (Campinas: Pontes): 67–96.
Morgan, David, 1988: Focus group as qualitative research (Newbury Park: Sage).
Moscovici, Serge, 1978: A representação social da psicanálise (Rio de Janeiro: Zahar).
Novaes, Adelina, 2015: “Subjetividade social docente: elementos para um debate sobre políticas de subjetividade”, in: Cadernos de Pesquisa, 45,156 (April–June): 328–343.
Paredes, Coelho Eugênia; Pecora, Ana Rafaela, 2003: “Questionando o futuro: as representações sociais de jovens estudantes”, in Psicologia: Teoria e Prática, 6 (December): 49–65.
Resende, Gisele Cristina; Pasian, Sonia Regina, 2017: “Inclinações motivacionais de adolescentes concluintes do ensino fundamental em Manaus a partir do BBT-Br”, in: Revista Brasileira de Orientação Profissional, 18,2 (July/December): 233–247.
Rosito, Margarete May Berkenbrok, 2018: “Formação do professor pesquisador: um processo de desenvolvimento da autonomia e de escuta dos sujeitos”, in: Almeida, Julio Gomes; Diniz, Priscila Martins (Eds.): Avaliação institucional no ensino fundamental: o que pensam os alunos sobre educação de qualidade (Curitiba: CRV): 179–186.
Sá, Celso Pereira de, 1996: Núcleo central das representações sociais. (Petrópolis/RJ: Vozes).
Salles, Leila Maria Ferreira, 2005: “Infância e adolescência na sociedade contemporânea: alguns apontamentos”, in: Estudos de Psicologia, 22,1 (January/March): 33–41.
Salvador, J. M. V.; Monteiro, M. B. (Eds.), 2013: Psicologia social. (Lisbon: Fundação Calouste Gulbenkian).
Secchi, Kenny; Camargo, Brigido Vizeu; Bertoldo, Raquel Bohn, 2009: “Percepção da imagem corporal e representações sociais do corpo”, in: Psicologia: Teoria e Pesquisa, 25,2 (April–June): 229–236.
Touraine, Alain, 2016: El fin de las sociedades (Ciudad de México: FCE).
Wholey, Joseph S.; Hatry, Harry P.; Newcomer, Kathryn E., 1994: Handbook of practical program evaluation (San Francisco: Jossey Bass Publishers).
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Ferreira, S.L. (2021). Quality School Education from the Perspective of Young Students: What Is the Future?. In: Prado de Sousa, C., Serrano Oswald, S.E. (eds) Social Representations for the Anthropocene: Latin American Perspectives. The Anthropocene: Politik—Economics—Society—Science, vol 32. Springer, Cham. https://doi.org/10.1007/978-3-030-67778-7_17
Download citation
DOI: https://doi.org/10.1007/978-3-030-67778-7_17
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-67777-0
Online ISBN: 978-3-030-67778-7
eBook Packages: Earth and Environmental ScienceEarth and Environmental Science (R0)