Representações Sociais dos Discentes sobre Cursos Superiores Seqüenciais

Abstract

The present article has as proposal to verify if the learning of the sequential courses of an Private Institution of Superior Education, located in Recife, reverse speed-mean its social representations in elapsing of the course. This article is important for the half academic because it expects to contribute positively to clarify doubts regarding this modality of superior education, to favor the reflection on these courses and to understand the social representations that the learning possess of the sequential superior courses. With the experience in the coordination next to the pupils the involvement of some in giving continuity can be observed to the academic life. To construct the theoretical referential, a historical briefing of the implantation of the sequential courses and the social representations was shown. With the objective to analyze the social representations of the learning on the formation in the sequential courses, it is that the qualitative boarding is considered more adequate. As collection method, the test of mandate of words was used. It can be concluded that it is having a re-signification of the social representations of the learning and that the initial pragmatism comes more being modified in elapsing of the course for an interest academic.