Representação social de formação docente para estudantes da Universidade de València/Espanha
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Representação social de formação docente para estudantes da Universidade de València/Espanha

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Representação social de formação docente para estudantes da Universidade de València/Espanha

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dc.contributor.author Melo, Elda Silva do Nascimento
dc.contributor.author Beltrán Llavador, José
dc.date.accessioned 2022-05-04T16:05:40Z
dc.date.available 2022-05-04T16:05:40Z
dc.date.issued 2021
dc.identifier.uri https://hdl.handle.net/10550/82577
dc.description.abstract This study was developed during the Post Doctoral Internship, under the supervision of prof. Dr. José Beltran Llavador. We sought to verify the construction of social representations of students of the Sociology course at the Universitat de València on teacher training. We used bibliographical, documentary and empirical research. Our referential involved Theory of Social Representations and Theory of the Central Nucleus; in addition to the legal bases that guide the training of teachers in Brazil and Spain. For data collection we made a cut and presented only the results of the Free Word Association Technique. The treatment of qualitative data started from Content Analysis. The work sought to contribute to reflection on the formation of teachers, in general, and Sociology teachers, in particular, involving Brazil and Spain.
dc.relation.ispartof Revista Electrônica Científica Ensino Interdisciplinar, 2021, vol. 7, num. 22, p. 201-219
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Melo, Elda Silva do Nascimento Beltrán Llavador, José 2021 Representação social de formação docente para estudantes da Universidade de València/Espanha Revista Electrônica Científica Ensino Interdisciplinar 7 22 201 219
dc.subject Sociologia de l'educació
dc.subject Professors Formació
dc.title Representação social de formação docente para estudantes da Universidade de València/Espanha
dc.type info:eu-repo/semantics/article
dc.date.updated 2022-05-04T16:05:40Z
dc.identifier.doi https://doi.org/10.21920/recei72021722200219
dc.identifier.idgrec 151838

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