Resumo

CASTORINA, José Antonio. Social representations and teaching and learning processes of social knowledge. Psicol. educ. [online]. 2017, n.44, pp. 01-13. ISSN 1414-6975.  http://dx.doi.org/10.5935/2175-3520.20170001.

The study on social representations in the field of educational has focused mostly on the beliefs of teachers and students about their professional identity, evaluation, or the school, but there are very few studies about the place and meaning of representations on teaching and learning process. This paper explores the conditions to include social representations in the study of conceptual change of social knowledge. Moreover, it discusses the relationship between specific didactic strategies and social representations to interpret teaching and learning process. First, we will introduce some characteristic features of the S.R. concept related to our subject matter. Secondly, we will expose the problematic nature ofthe relationship between SR theory and the educational field. Then, we pose the problem of cognitive polyphasia in conceptual change - a key process to understanding the transformation of concepts during teaching - and the features that S.R. reach within that process. Finally, we argue in favor of the inclusion of S.R. in didactic contexts for the study of conceptual change.

Palavras-chave : Social Representations; Knowledge; Conceptual change; Teaching-Learning; Didactic.

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