STUDENT’S SOCIAL REPRESENTATIONS ABOUT PEER-TO-PEER VIOLENCE
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Abstract
This investigation is developed in the Provincia de Quebec educative public institution, located in the Usme fifth locality, in Bogotá, Colombia. The purpose is to know and analyze fifth-grade student’s social representations about peer-to-peer violence, recognizing their own voices and perspectives about this problem.
This research is qualitative in nature, following a hermeneutic approach. It was developed in seven focus groups, where some cases of physical, verbal or relational violence occur. Researches go in depth in the participants’ social representations. Three categories were defined for the purpose of data analysis: context conditions that allow for the construction of social representations, cognitive structuring of the social representations about peer-to-peer violence, and the attitudinal dimension of social representations about peer-to-peer violence. Hence, it can be concluded that children’s social representation about peer-to-peer violence is influenced by their cognitive process and experiences into the school, familiar and social contexts, generating representations that legitimize practices based on authoritarian, normative and violent principles. In a few cases, their social representations are more dialogic, participative and reflective.
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