THE INFLUENCE OF SOCIAL REPRESENTATIONS OF CHILD PARTICIPATION AT HOME AND SCHOOL PRACTICES
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Abstract
This research was developed based on the interest for knowing the series of social representations present in the parents and teachers of children from the first educative cycle of the Institución Educativa Departamental República de Francia ; likewise, the influence of these representations in the participation practices.
For this reason, it becomes necessary to present an institutional framework in order to contextualize the readers and a conceptual one that holds the theory and the research categories: social representations of child participation and child participation practice. Then, it is presented a chapter that develops the analysis of results: a chapter that depicts such representations employing the case study as recollection of information technique through semistructured interviews and the focus group.
As conclusion, this research obtained that the most of social and pedagogical practices are directed by fear, submissiveness, dependence, vertical social relationships, and abuse of authority by adults. This is the reason whereby it is not clear nowadays if we are being oriented by two types of models: an authoritarian and a democratic one that favors real child participation.
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