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...
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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 |
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| author | Peña Vargas, Carmen Silvia Meza Romero, Juan Carlos Escalante Ferrer, Ana Esther |
| author2 | Programa de Apoyo a Proyectos de Investigación e Innovación Tecnológica (PAPIIT), durante el periodo 2017-2018. UNAM |
| author_facet | Programa de Apoyo a Proyectos de Investigación e Innovación Tecnológica (PAPIIT), durante el periodo 2017-2018. UNAM Peña Vargas, Carmen Silvia Meza Romero, Juan Carlos Escalante Ferrer, Ana Esther |
| author_sort | Peña Vargas, Carmen Silvia |
| collection | Repositorio |
| description | 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. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO88879 |
| institution | CLACSO, Repositorio Digital |
| language | Español |
| publishDate | 2019 |
| publisher | Cultura y Representaciones Sociales |
| record_format | greenstone |
| spelling | clacso-CLACSO888792022-03-22T18:11:37Z Teaching as an object of representation: an approach based on the theory of social representations La docencia como objeto de representación: un acercamiento desde la teoría de las representaciones sociales Peña Vargas, Carmen Silvia Meza Romero, Juan Carlos Escalante Ferrer, Ana Esther Programa de Apoyo a Proyectos de Investigación e Innovación Tecnológica (PAPIIT), durante el periodo 2017-2018. UNAM Teaching, social representations, teachers Educación Docencia; representaciones sociales; profesores; 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. En este artículo se reflexiona en torno a la pertinencia que tiene la teoría de las representaciones sociales como corpus teórico-metodológico para estudiar la docencia, en tanto actividad social, compleja, multidimensional y subjetiva que involucra múltiples acciones asociadas al proceso enseñanza-aprendizaje y que rebasan el contexto del aula y de la escuela. La discusión versa, conceptualmente en la teoría de las representaciones sociales. El trabajo es de corte teórico-conceptual y se conformó en dos fases: en la primera, se delineó una estrategia de búsqueda documental en diversas colecciones bajo el rubro docencia y representaciones sociales. En la segunda, y que constituye el objetivo central de este artículo, se argumenta la vigencia de la teoría de las representaciones sociales para reconocer los significados que los docentes adjudican y construyen sobre su trabajo a partir de la confluencia de procesos cognitivos, sociales y afectivos mediados por el flujo de las experiencias que constituyen su práctica cotidiana. 2019-09-01 2022-03-22T18:11:37Z 2022-03-22T18:11:37Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://www.culturayrs.unam.mx/index.php/CRS/article/view/648 10.28965/2019-27-07 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/88879 spa http://www.culturayrs.unam.mx/index.php/CRS/article/view/648/pdf http://www.culturayrs.unam.mx/index.php/CRS/article/view/648/1076 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/98 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/99 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/100 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/101 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/102 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/103 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/104 http://www.culturayrs.unam.mx/index.php/CRS/article/downloadSuppFile/648/208 Copyright (c) 2019 Carmen Silvia Peña Vargas https://creativecommons.org/licenses/by/4.0 application/pdf application/xml Cultura y Representaciones Sociales Cultura y Representaciones Sociales; Vol. 14, Núm. 27 (2019); 220-256 ISSN 2007-8110 |
| spellingShingle | Teaching, social representations, teachers Educación Docencia; representaciones sociales; profesores; Peña Vargas, Carmen Silvia Meza Romero, Juan Carlos Escalante Ferrer, Ana Esther Teaching as an object of representation: an approach based on the theory of social representations |
| title | Teaching as an object of representation: an approach based on the theory of social representations |
| title_full | Teaching as an object of representation: an approach based on the theory of social representations |
| title_fullStr | Teaching as an object of representation: an approach based on the theory of social representations |
| title_full_unstemmed | Teaching as an object of representation: an approach based on the theory of social representations |
| title_short | Teaching as an object of representation: an approach based on the theory of social representations |
| title_sort | teaching as an object of representation: an approach based on the theory of social representations |
| topic | Teaching, social representations, teachers Educación Docencia; representaciones sociales; profesores; |
| url | http://www.culturayrs.unam.mx/index.php/CRS/article/view/648 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/88879 |