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Although its importance is emphasized on several occasions, the study of social representations has not been sufficiently explored by much of educators or theoreticians of traditional psychology under the false claim that between what is said and what is being done there is an inconsequential abyss. When we talk about in social representations, we assume other premises. We believe that they are mentally elaborations socially, built from the dynamic that is established between the subject’s psychic activity and object of knowledge. Relationship that occurs in social and historical practice of mankind and that is generalized by the language. Complementing, Mazzotti says: for Moscovici, subject and object are not functionally distinguished, they form an inseparable whole. This means that an object does not exist by itself, but only in relation to a subject (individual or group); the relation is subject-object that determines the object itself. Forming its representation of an object, the subject of some form, constitutes it, rebuilt it in its cognitive system, mode to adapt it to their system of values, which, for its part, depends on its history and social and ideological context in which it is inserted.

(2002, p.17) The break with the classical dichotomy between object and subject of knowledge, which gives the social representations theory, epistemological consistency leads to the conclusion that the object thought and spoken is, therefore, fruit of human activity, i.e. an interiorized replica of the action. In that regard, we agree with Leontiev (1978), when he says that social representations are behaviors in miniature. For this reason you We attach a predictive virtue, once, according to what an individual says, we can not only infer their conceptions of the world, as we can also deduce their orientation for action. This leads to the perception of social representations as important indicators that are reflected in everyday practice, both teachers as students, not counting with the other professionals involved in the exercise of their qualifications in the field of the psychology of education. Despite their importance, there are requirements that must be considered with the maximum care when studying social representations. Several of those requirements could here be coiled.

We are going to stick, however, only to those who we judge primary and fundamental. One of them says respect for the knowledge of the teorico-epistemologicas presuppositions, from which could justify the value of such a mode of study. Besides that, it is necessary to clearly distinguish the difference established between the methodological understanding for the conduction of studies on social representations and the methodological procedures to be adopted. By monograph AD quality Finally, should highlight the social relevance of the problem to be investigated, the internal consistency of the elaboration of a research project, the adequacy of the procedures chosen for the stages of collection, analysis and interpretation of data, the involvement of the researcher and those under investigation, and with certainty, the possible and cash return for the school and for the community. Original author and source of the article.

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