Social representations formulated by high school students

Abstract

The aim of this research is to identify and analyze the social representations of learning formulated by adolescents. In order to do so, three descriptive case studies were carried out using transversal methodology with High School students from three schools. For data collection, a semi-structured questionnaire was used. Two forms of analysis were performed at a later stage: the qualitative data was analyzed by the technician of Content Analysis; the quantitative data was submitted to descriptive and inferential analysis. A posteriore, three theoretical categories that emerged from the discourse used by the participants pointing to different social representations about learning traditional, renewed and contemporary conceptions. The results show the predominance of the contemporary concept among the studied groups. This scenario suggests that the adolescents who assumed the contemporaneous concept represent the learning connected to the peripheral system, a device that prepares crystallized transformations, diminishing the confrontation between subjective reality and consensual elements, which are part of the central core of social representations.

Entre significados de estudiantes del aprendizaje escolar y miradas docentes y no docentes de la modalidad de educación permanente en contextos vulnerables de la zona sur de la Ciudad de Buenos Aires

“…En cuanto a los estudiantes jóve nes y adultos, las líneas de investiga ción más desarrolladas se centraron en temáticas asociadas con: (a) la escue la (Sapiains Arrué & Zulueta Pastor, 2001; Hernández, 2010; Chaves & Ve cino, 2012); (b) el estudio, el trabajo y proyectos a futuro (Aisenson et al, 2007;Legaspi, Aisenson & Valenzuela, 2012;Macri, 2010); (c) y en menor me dida acerca del aprendizaje (Carvalho & Andrade, 2013).…”

Iran W Pojmowaniu Izraelczyków

“…It is possible to differentiate between two main types of social representations. The first is core representations, which are dominant hegemonic social representations, which assure conformity and stability in society (Carvalho, Andrade, 2013). The second type is periphery representations or alternative recessive representations, which are free and more flexible representations on the part of the subgroups in society.…”