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%T Aproximações em torno da zona muda das representações sociais de ciclos aprendizagem entre professores %A Machado, Laeda Bezerra %J ETD - Educação Temática Digital %N 2 %P 186-201 %V 14 %D 2012 %K Zone changes; Social representation; Cycles of learning; Teachers; Zona muda; Representações sociais; Ciclos de aprendizagem; Professores %@ 1676-2592 %~ Universidade Estadual de Campinas %> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-358367 %X This article identifies the likely area change of social representations of learning cycles for teachers in city of Recife-PE. The text is based on the structural approach of social representations. 52 teachers participated in the survey of public schools. We used as data collection instrument replacement technique, a variation of the open interview, which called for an assertive professional to comment on the issue cycles. The data were interpreted using content analysis. The results suggest a zone change that rejects the cycles of learning cycles implemented in public schools, mainly due to the end of the retention of students recommended by it. The existence of a regularity of negative content present in the speech of teachers helps us understand the reasons for adopting this new form of school organization is not giving rise to a democratization of the educational situation of school in the country as a right of citizenship. Thus, we assume that educational policies, while promising, faced with the social representations of teachers. %X This article identifies the likely area change of social representations of learning cycles for teachers in city of Recife-PE. The text is based on the structural approach of social representations. 52 teachers participated in the survey of public schools. We used as data collection instrument replacement technique, a variation of the open interview, which called for an assertive professional to comment on the issue cycles. The data were interpreted using content analysis. The results suggest a zone change that rejects the cycles of learning cycles implemented in public schools, mainly due to the end of the retention of students recommended by it. The existence of a regularity of negative content present in the speech of teachers helps us understand the reasons for adopting this new form of school organization is not giving rise to a democratization of the educational situation of school in the country as a right of citizenship. Thus, we assume that educational policies, while promising, faced with the social representations of teachers. %C MISC %G pt %9 Zeitschriftenartikel %W GESIS - http://www.gesis.org %~ SSOAR - http://www.ssoar.info