Saberes da prática na formação: representações sociais de alunas de pedagogia

The objective of the work is to investigate social representations of students of Pedagogy about knowledge of practice. It is based on the Moscovician theory of social representations. The research was made with 34 students in the final year of the course of Pedagogy, 10 from a private University and 24 from a public University of the State of Rio de Janeiro. Four groups were made, two in each University. In order to arouse discussions in the groups it was used as initial resource a reporting style text that described an experience of formation in service. The analysis of the material supported itself in the analysis of thematic content. The results showed a figurative nucleus of the social representations that distinguishes the dissociation between theory and practice in the formation. This meaning can be condensed by a metonymy observed in the analysis of the material, "a stage where it is played a play in which the teacher is the actor". On the 'stage' in which he would be the bearer of the theory necessary 'to play', the teacher makes an 'adaptation' to the different school realities and to the different audiences of students. Thus, the teacher-actor plays his practice and each day the 'show' can be different, depending on the 'scenery' and on the 'audience'. In 'adapting'and 'playing' the teacher builds the 'knowledge of practice' in his daily life of work, which tends to get away from the scientific knowledge acquired in the formation