Collaborative teaching work in the production of the new secondary school Some reflections in the framework of the theory of social representations and institucional psychology

Abstract

We are currently experiencing a restructuring of the secondary level with the emergence of regulatory frameworks that promote Collaborative Teaching Work. In this context, it is important to highlight that teachers interpret their reality based on their daily experiences from which they build social representations that allow them to interact with other teachers and educational institutions.
Thus, the article seeks to revalue the importance of the teachers’ social representations when promoting or implementing reformist educational policies.
In this sense we start from the following question: how do social representations intervene in the interdisciplinary relationships established by teachers of different subjects based on collaborative teaching work?
This work uses the Theory of Social Representations from the conceptual approach developed by Jodelet (2006, 1986), also the studies of Seidmann (2011) on teaching work and the latest studies of Pievi (2017) in addressing the educational phenomena. At the same time, we consider it relevant to include the contributions of Institutional Psychology from a psychoanalytic perspective, taking some aspects of the work of Bleger (2012) and Kaës (2002) to understand the symbolic processes of educational organizations in their complexity.
In this way, we will seek to develop a theoretical approach that allows us to reflect on the organization of teaching work around “communities of practice”, using the knowledge of teachers' daily lives to do so.