Representaciones sociales de escuela: sentidos y significados para la primera infancia del IED Antonio Nariño
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Abstract
This research aims to reveal the social representations of school that has built the educational community of the Antonio Nariño school in the city of Bogotá in order to know and understand the ways in which this space is thought, perceived and lived Educational. The exercise was attended by Eight (8) teachers, Eight (8) parents and Eight (8) students in the Garden andTransition grades. It was developed under a qualitative perspective with an interpretative scope, in which techniques such as interviews, iconographic and narrative workshops, and the association of words, raised from the methodology proposed by Abric, who takes up as the lead author to uncover the content and structure of the Social Representations.
Among the results of the research is shown, that, for the group of participants, the school is represented socially from four perspectives: a) as a training space under the elements that contribute to the cognitive field; b) as a space for socialization, seen from the relationships and exchanges that allow the social development of children c) as an extension of the home, as school continues with the processes of home from food to the acquisition of habits and d) as a space posed from the needs of the school from its structure.
Abstract
This research aims to reveal the social representations of school that has built the educational community of the Antonio Nariño school in the city of Bogotá in order to know and understand the ways in which this space is thought, perceived and lived Educational. The exercise was attended by Eight (8) teachers, Eight (8) parents and Eight (8) students in the Garden andTransition grades. It was developed under a qualitative perspective with an interpretative scope, in which techniques such as interviews, iconographic and narrative workshops, and the association of words, raised from the methodology proposed by Abric, who takes up as the lead author to uncover the content and structure of the Social Representations.
Among the results of the research is shown, that, for the group of participants, the school is represented socially from four perspectives: a) as a training space under the elements that contribute to the cognitive field; b) as a space for socialization, seen from the relationships and exchanges that allow the social development of children c) as an extension of the home, as school continues with the processes of home from food to the acquisition of habits and d) as a space posed from the needs of the school from its structure.