Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo

The study aimed to understand the social representations of elementary school teachers (6th to 9th grade) from the municipal public education system in São Paulo about the immigrant student. The chosen school distinguished itself by its multiculturalism, as 10% of its students are made up of immigra...

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Detalles Bibliográficos
Autores: Nunes, Monica Ribeiro, Novaes, Adelina
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:Brasil
Institución:Universidade Nove de Julho (UNINOVE)
Repositorio:Revista Dialogia (São Paulo. Online)
Idioma:portugués
OAI Identifier:oai:ojs.periodicos.uninove.br:article/20633
Acceso en línea:https://periodicos.uninove.br/dialogia/article/view/20633
Access Level:acceso abierto
Palabra clave:social representations
alterity
dialogicity
multiculturalism
representações sociais
alteridade
dialogicidade
multiculturalismo
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spelling Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São PauloAlteridade no multiculturalismo: representações sociais e dialogicidade de professores de escolas públicas de São Paulosocial representationsalteritydialogicitymulticulturalismrepresentações sociaisalteridadedialogicidademulticulturalismoThe study aimed to understand the social representations of elementary school teachers (6th to 9th grade) from the municipal public education system in São Paulo about the immigrant student. The chosen school distinguished itself by its multiculturalism, as 10% of its students are made up of immigrants from Argentina, Bolivia and Chile. The dialogic approach of social representations theory guided the systematization and analysis of the information produced in the observations in loco and in the two focus groups meeting that were made. Representations about immigrant students stood out in comparison with representations about Brazilian students, and, above all, highlighted students of Bolivian origin. O estudo visou compreender as representações sociais de professores de Ensino Fundamental 2 (6º ao 9º ano) da rede pública municipal de educação de São Paulo sobre o estudante imigrante. A escola eleita distinguiu-se pelo multiculturalismo, visto que 10% do total de seu alunado é composto por estudantes imigrantes da Argentina, Bolívia e Chile. A abordagem dialógica da teoria das representações sociais foi orientadora da sistematização e análise das informações produzidas nas observações in loco e nos dois grupos focais realizados. As representações acerca dos estudantes imigrantes ganharam destaque quando em confrontação com as representações sobre os estudantes brasileiros, e jogam luz, sobretudo, nos alunos de origem boliviana.Universidade Nove de Julho - Uninove2022-02-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uninove.br/dialogia/article/view/2063310.5585/40.2022.20633Dialogia; n. 40 (2022): Fluxo contínuo; e206331983-92941677-1303reponame:Revista Dialogia (São Paulo. Online)instname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEporhttps://periodicos.uninove.br/dialogia/article/view/20633/9471Copyright (c) 2022 Dialogiainfo:eu-repo/semantics/openAccessNunes, Monica RibeiroNovaes, Adelina2022-05-06T19:08:10Zoai:ojs.periodicos.uninove.br:article/20633Revistahttps://periodicos.uninove.br/dialogia/indexPRIhttps://periodicos.uninove.br/dialogia/oaidialogia@uninove.br || mayarafa@uninove.br1983-92941677-1303opendoar:2022-05-06T19:08:10Revista Dialogia (São Paulo. Online) - Universidade Nove de Julho (UNINOVE)false
dc.title.none.fl_str_mv Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
Alteridade no multiculturalismo: representações sociais e dialogicidade de professores de escolas públicas de São Paulo
title Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
spellingShingle Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
Nunes, Monica Ribeiro
social representations
alterity
dialogicity
multiculturalism
representações sociais
alteridade
dialogicidade
multiculturalismo
title_short Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
title_full Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
title_fullStr Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
title_full_unstemmed Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
title_sort Alterity in multiculturalism: dialogicity and social representations of teachers from the public schools of São Paulo
dc.creator.none.fl_str_mv Nunes, Monica Ribeiro
Novaes, Adelina
author Nunes, Monica Ribeiro
author_facet Nunes, Monica Ribeiro
Novaes, Adelina
author_role author
author2 Novaes, Adelina
author2_role author
dc.subject.por.fl_str_mv social representations
alterity
dialogicity
multiculturalism
representações sociais
alteridade
dialogicidade
multiculturalismo
topic social representations
alterity
dialogicity
multiculturalism
representações sociais
alteridade
dialogicidade
multiculturalismo
description The study aimed to understand the social representations of elementary school teachers (6th to 9th grade) from the municipal public education system in São Paulo about the immigrant student. The chosen school distinguished itself by its multiculturalism, as 10% of its students are made up of immigrants from Argentina, Bolivia and Chile. The dialogic approach of social representations theory guided the systematization and analysis of the information produced in the observations in loco and in the two focus groups meeting that were made. Representations about immigrant students stood out in comparison with representations about Brazilian students, and, above all, highlighted students of Bolivian origin. 
publishDate 2022
dc.date.none.fl_str_mv 2022-02-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uninove.br/dialogia/article/view/20633
10.5585/40.2022.20633
url https://periodicos.uninove.br/dialogia/article/view/20633
identifier_str_mv 10.5585/40.2022.20633
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uninove.br/dialogia/article/view/20633/9471
dc.rights.driver.fl_str_mv Copyright (c) 2022 Dialogia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Dialogia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Nove de Julho - Uninove
publisher.none.fl_str_mv Universidade Nove de Julho - Uninove
dc.source.none.fl_str_mv Dialogia; n. 40 (2022): Fluxo contínuo; e20633
1983-9294
1677-1303
reponame:Revista Dialogia (São Paulo. Online)
instname:Universidade Nove de Julho (UNINOVE)
instacron:UNINOVE
instname_str Universidade Nove de Julho (UNINOVE)
instacron_str UNINOVE
institution UNINOVE
reponame_str Revista Dialogia (São Paulo. Online)
collection Revista Dialogia (São Paulo. Online)
repository.name.fl_str_mv Revista Dialogia (São Paulo. Online) - Universidade Nove de Julho (UNINOVE)
repository.mail.fl_str_mv dialogia@uninove.br || mayarafa@uninove.br
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