Infancia, patrimonio cultural e identidad: Representaciones sociales.

Abstract

The present research aims to identify the social representations about the heritage that the boys and girls of the municipality of Soacha Cundinamarca have built and in turn analyze their incidence in the construction of identity processes with the territory and the community. The research exercise was developed with the participation of 9 boys and girls between 9 and 11 years old, inhabitants of the municipality. A qualitative perspective and its interpretative scope were taken into account, using techniques such as the structured interview, the iconographic workshop, social cartography, and the associative letters proposed by Abric (2001) who became our main theoretical reference to reveal social representations, its content. and structure. Anticipating the findings and results, it is appropriate to affirm that for the boys and girls of the municipality of Soacha, social representations about heritage are inserted in three major conceptual manifestations: history, whose structure is given by the transversality of the school as a form. formal. setting to think and live the territory; the tangible: as a space built for the transit, enjoyment, and prolongation of the identity with the territory and the experiential: whose aspects emerge after the emotions and experiences lived in the spaces because they are linked to family affections and sensibilities.