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In this article we intend to undertake a reflection on the concepts of practice (social, educational, pedagogical, teaching) through conceptual history and possible contributions from the Theory of Social Representations (TRS). We analyze, first, the debate about practices in the educational scientific field, then, its consequences in lexicographic reference works, and, finally, the contributions that emerge from the studies of the TRS. To this end, we used a lexicographic research to apprehend the semantic narrative in development, in reference works, having a corpus of 10 dictionaries and 4 technical glossaries of education, produced in Brazil or translated into Portuguese, since the 1970s, in order to consider works that had greater circulation in our environment. We found that the concepts of social practice, educational practice, pedagogical practice and teaching practice were established, above all, from the 2000s onwards, and although they are presented in different perspectives, we note that now they are characterized by a vision more associated with the transformation in the educational context, as well as a commitment to the intelligibility of the processes that took place in this area. This path points to the challenges and gaps in terms of understanding these practices, based on more plural and integrated approaches to teaching.

Conceitos de “prática” no campo educacional: história conceitual e teoria das representações sociais em foco