Abstract
This article identifies the social representations of successful learning cycles as considered by teachers, drawing upon Serge Moscovici’s theory of social representations. Participants included 20 teachers from the municipality of Recife in Brazil. In depth interviews were conducted, which were then processed using Alceste software to prepare reports. The corpus was arranged into the following four categories: knowledge relating to the proposed cycles; the proposal’s challenges and drawbacks; factors promoting school success; and cycles in everyday practice. Overall, these categories reveal that teachers are familiar with the system cycles and underscore the limits and impediments that interfere with their effectiveness. Results indicated that successful teachers, characterized by responsibility and commitment to teaching, display positive social representations with respect to the school’s transformative potential, regardless of their organizational processes. Furthermore, these representations guide their practices in schools organized in cycles.
Social representations; Successful practices; Learning cycles