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En este articulo presentamos un analisis comparativo de tres estudios realizados con docentes de distintos niveles educativos de la provincia de San Juan (Argentina) y en los que, a traves de tecnicas de evocacion y jerarquizacion de palabras, identificamos la estructura de sus representaciones sociales sobre distintos aspectos vinculados a la ensenanza y al aprendizaje de las Ciencias Naturales. Para analizar las estructuras e identificar los elementos comunes que atraviesan estos estudios, consideramos la clasificacion de saberes del docente de Braslavsky y Birgin (sustantivo, pedagogico e institucional). Los resultados obtenidos nos han permitido acceder a informacion importante acerca de los significados compartidos por este grupo profesional. Asi, la similitud entre las estructuras de los distintos grupos nos muestra que existe una representacion que permite describir lo que son y lo que hacen los docentes, correspondiendose con los postulados educativos tradicionales, marcando las diferencias con otros grupos y otras actividades profesionales. Las categorias que se presentan de modo constante, mas alla de las tematicas planteadas en cada caso particular, se vinculan con el hecho de “educar”, es decir, formar sujetos escolarizados para el mundo social en el cual se esta inserto. De esta manera, podemos pensar que aunque las demandas sociales ejercen una fuerte presion sobre los docentes e intentan desviarlos en su desempeno profesional hacia otras funciones (asistenciales, sanitarias o de contencion social), estas no constituyen la esencia de la funcion social que ellos se auto-atribuyen y pretenden conservar a lo largo del tiempo. This article presents a comparative analysis of three studies made with teachers from different educational levels in the province of San Juan (Argentina), in which we identified the structure of their social representations - through techniques of evocation and hierarchical organization of terms – about different aspects related to the teaching and learning of Natural Sciences. To analyze the structures and identify the common elements that cut across these studies and present certain stability, we considered the classification of teacher‟s knowledge offered by Braslavsky and Birgin (substantive, pedagogic and institutional). The obtained results have allowed us to have access to important information about the meanings shared by this professional group. Thus, the similarity between the structures of the different groups shows that there exists a representation that allows us to describe what these teachers are and what they do, which correspond to traditional education approaches, marking the differences with other groups and other professional activities. The categories that appear in a constant way, beyond the topics proposed in every particular case, are related to the fact of "educating", that is, developing schooled subjects for the social world in which they live. Consequently, it can be inferred that the social demands puts strong pressure on the teachers and seem to turn their attention to other functions (supportive, sanitary, of social assistance) away from their professional performance and which do not constitute the essence of the social function they attribute to themselves and which they aim at retaining over time.

Saberes del docente y representaciones sociales: implicancias para la enseñanza de las ciencias naturales