Senses and meanings attributed by teachers participating in a course on school coexistence

Abstract

Based on a historical and cultural perspective, the current research had as goals to know the senses and meanings of reports of teaching practices attributed by educators participating in a training course on coexistence at school. Semi-structured interviews with the teachers participating in the course were used. The analysis of the interviews, based on the Evidential Paradigm and on the Centers of Meaning, enabled the construction of centers of meaning mainly focusing on center 1 – Practices undergoing transformation. The teachers presented indicative reports that their conceptions and practices were in transformation. The results make it possible to defend the need of implementing programs that address the issues of coexistence at schools in longer-term periods, in order to enable deeper changes in pedagogical concepts that are underlying to teaching practices.