Biblioteca Digital de VanguardiaTeaching as an object of representation: an approach based on the theory of social representations
In this article we intend to highlight the relevance of the theory of social representations as a theoretical-methodological corpus for studying teaching in relation to a complex, multidimensional and subjective activity, involving multiple actions associated with the teaching-learning process and g...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Español |
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Cultura y Representaciones Sociales
2019
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| Acceso en línea: | http://www.culturayrs.unam.mx/index.php/CRS/article/view/648 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/88879 |
| Sumario: | In this article we intend to highlight the relevance of the theory of social representations as a theoretical-methodological corpus for studying teaching in relation to a complex, multidimensional and subjective activity, involving multiple actions associated with the teaching-learning process and going beyond the context of the school and classroom. The discussion is conceptually based on the theory of social representations. This research has a theoretical-conceptual framework style developed in two phases: the first one involved searching documents contained in various collections under the headings of teaching and social representations. The second one constitutes the central objective of this article, which is to build an argument around the pertinence and validity of the theory of social representations and thereby recognize the meanings that teachers build relating to their work arising from the convergence of the cognition, social and affective processes mediated by the flow of experiences offered by daily practices. |
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