scholarly journals Representações sociais e educação ambiental: surdos no filme A gangueSocial representations and environmental education: deaf on the film The tribe

2018 ◽  
Vol 35 (1) ◽  
pp. 76-91
Author(s):  
Saionara Figueiredo Santos ◽  
Fabiana Paula Bubniak ◽  
Bruno Panerai Velloso
Keyword(s):  
Popular Culture ◽  
Environmental Education ◽  
Social Representations ◽  
Linguistic Minority ◽  
Deaf Students ◽  
Santa Catarina ◽  
Theoretical Approaches ◽  
Federal Institute ◽  
The Social ◽  
Cultura Popular

Este artigo é reflexo do aprofundamento do estudo apresentado no VII Encontro e Diálogos com a Educação Ambiental. Neste pretendemos destrinchar as representações sociais de sujeitos surdos, presentes no filme A Gangue (2014).. A partir do projeto de extensão intitulado “Cineclube Surdo”, executado junto aos servidores e alunos do Instituto Federal de Santa Catarina, campus Palhoça Bilíngue (o qual atende surdos em sua prioridade), tínhamos como objetivo principal apresentar à comunidade produções cinematográficas realizadas por sujeitos surdos ou que representem a cultura dessa minoria linguística. No caso do filme A Gangue, este estava entre estas produções o filme escolhido para ser objeto de análise deste estudo. Assistiram este filme alunos surdos e ouvintes e servidores do campus, além de membros das associações de surdos catarinense. Após assistirem o filme, foi realizado um debate orientado por questões acerca da representação dada ao surdo, a estética dada a esta temática e a linguagem utilizada. A discussão foi estimulada, focada na representação surdo como criador no campo da arte e da importância do ensino de técnicas audiovisuais que podem dar voz a esse público na cultura popular. Neste estudo, buscamos articular as falas coletadas destas discussões com as abordagens teóricas da Educação Ambiental, evidenciando novas perspectivas de articulação e o seu caráter transcendental. This article reflects the deepening of the study presented at the VII Meeting and Dialogues with Environmental Education. In this we intend to unravel the social representations of deaf subjects, present in the film The gang. From the extension project "Cineclube Surdo", executed with the servers and students of the Federal Institute of Santa Catarina, campus Palhoça Bilingual (which attends deaf in its priority), we had as main objective to present to the community cinematographic productions made by subjects deaf or representing the culture of this linguistic minority. In the case of the film The gang, this was between these productions the film chosen to be object of analysis of this study. This film was watched by deaf students and listeners and servers of the campus, as well as members of associations of the deaf from Santa Catarina. After watching the film, a debate was conducted, guided by questions about the representation given to the deaf, the aesthetics given to this theme and the language used. The discussion was stimulated, focused on deaf representation as a creator in the field of art and the importance of teaching audiovisual techniques that can give voice to this public in popular culture. In this study, we sought to articulate the statements collected from these discussions with the theoretical approaches of Environmental Education, evidencing new perspectives of articulation and its transcendental character.

scholarly journals Enfoques y sujetos en los estudios sobre representaciones sociales de medio ambiente en tres países de Iberoamérica

2012 ◽  
pp. 1-17 ◽  
Author(s):  
Dr. Edgar González Gaudiano ◽  
Mtra. Rosa Elvira Valdez
Keyword(s):  
Latin America ◽  
Environmental Education ◽  
Formal Education ◽  
Social Representations ◽  
Single Type ◽  
The Social ◽  
Made In

Diversas investigaciones sobre representaciones sociales de medio ambiente se han realizado a partir de los años noventa, en diversos países de Iberoamérica. En este artículo se destacan los enfoques de los estudios realizados en el ámbito de la educación formal en España, Brasil y México, con énfasis en los sujetos hacia quienes fueron dirigidos. Se encontró que la tipología de representaciones naturalistas, antropocéntricas y globalizantes se ha convertido en una referencia clave en investigaciones de educación ambiental que utilizan esta teoría. De igual forma, que la mayor parte de los estudios se centran en un solo tipo de sujetos, ya sean los docentes o bien los alumnos, pero no hacia ambos interactuando al momento de la investigación. El campo de las representaciones sociales en la educación ambiental está en un estado inicial, de exploración, que requiere de más estudios con sujetos distintos y complementarios, así como de que sus resultados se apliquen para orientar los procesos, las prácticas y propuestas educativas hacia la formación de hábitos y valores pro-ambientales.AbstractSeveral investigations on environment social representations have been made as of years 90, in diverse countries of Latin America. This article highlights the approaches of the studies made in the scope of the formal education in Spain, Brazil, and Mexico, with emphasis onthe subjects towards those who were directed. One was that the typologies of naturalistic, anthropocentric and globalisingrepresentationshave become a key reference in investigations of environmental education that use this theory. Similarly, which most of the studies are centred in a single type of subjects, either they are teachers or the students, but not towards both interacting at the time of the investigation. The field of the social representations in the environmental education is in an initial, explorative state,it requires of more studies with different and complementary subjects, as well as of which their results are applied to orient the processes, the educationalpractices and proposals towards the formation of habits and pro-environmental values.Recibido: 20 de septiembre de 2010 Aceptado: 21 de febrero de 2011

scholarly journals IMAGENS E SENTIDOS DE EDUCANDOS SURDOS SOBRE A ATUAÇÃO DO INTÉRPRETE EDUCACIONAL NO ENSINO SUPERIOR

2019 ◽  
Vol 26 (3) ◽  
pp. 89
Author(s):  
Waldma Maíra Menezes de Oliveira ◽  
Ivanilde Apoluceno de Oliveira
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Structured Interview ◽  
Deaf Students ◽  
Inclusion Process ◽  
Deaf Person ◽  
The Social ◽  
Symbolic Structure ◽  
Dialectical Relationship ◽  
Drawing Technique

Apresenta um recorte da dissertação intitulada “Representações Sociais de educandos surdos sobre a atuação do Intérprete Educacional no Ensino Superior”, queobjetiva analisar as representações sociais de educandos surdos sobre o Intérprete Educacional, buscando identificar as implicações destas representações na aprendizagem e no processo de inclusão educacional dos educandos surdos. Os objetivos específicos são: investigar as imagens e os sentidos atribuídos pelos alunos surdos ao Intérprete de Língua de Sinais, na prática educacional; e identificar como as Representações Sociais sobre os Intérpretes, por parte dos educandos surdos, interferem no processo de sua aprendizagem educacional. Os sujeitos da pesquisa são dez educandos surdos que partilharam suas representações sobre atuação do Intérprete Educacional no nível superior A investigação apresenta enfoque qualitativo, com o uso, nos seus procedimentos, de um roteiro de entrevista semiestruturada e da técnica do desenho. A abordagem no campo das Representações Sociais é a processual, de Moscovici (2009), por tratar sobre a gênese das Representações Sociais, analisando os processos de sua formação, a partir da historicidade e do contexto de produção, formando, assim, dois processos de representações: a objetivação e a ancoragem, que têm uma relação dialética entre si. De acordo com os resultados das representações sociais dos educandos surdos, o Intérprete Educacional é peça fundamental na construção da inclusão, haja vista que, sem ele, esses educandos ficam isolados, sem informação e sem aprendizagem. Desse modo, a esse profissional é atribuída a responsabilidade de educar, interpretar e orientar o surdo no contexto do ensino superior.IMAGES AND MEANINGS OF THE EDUCATIONAL INTERPRETER BY DEAF LEARNERS IN HIGHER EDUCATIONAbstractI present a section of the dissertation titled “Social Representations of deaf students on the performance of the Educational Interpreter in Higher Education”. This paper main goal is to analyze the social representations by deaf learners on the educational interpreter, seeking to identify the implications of these representations for their learning and inclusion process. The specific objectives are: to investigate the images and meanings attributed by deaf students to the Sign Language Interpreter and to identify how the social representations interfere in their learning. The research participants are ten deaf students who shared their views on the Educational Interpreter’s performance at the higher education. The research presents a qualitative approach, with the use, in its procedures, of a semi-structured interview and drawing technique. This paper is based on the work of Moscovici (2009), which deals with the genesis of Social Representations. His theory analyses how they are constructed, considering the background and the production context and, thus, forming two processes of Representations: anchoring and objectification, which have a dialectical relationship between them and allow the creation of a figurative nucleus that presents itself with  a symbolic structure. The results show that the Educational Interpreter has a fundamental role in the inclusion, since without him the deaf learner becomes isolated, without access to information and without learning. Therefore, to this worker is assigned the responsibility of educating, interpreting and guiding the deaf person in the context of higher education.Keywords: Social Representations. Educational Interpreter. Deaf Learner.IMÁGENES Y SENTIDOS DE EDUCANDOS SORDOS SOBRE LA ACTUACIÓN DEL INTÉRPRETE EDUCACIONAL EN EDUCACIÓN SUPERIORResumenApresenta un recorte de la disertación titulada “Representaciones Sociales de los Estudiantes Sordos sobre la actuación del Interprete Educativo en la Educación Superior, que objetiva analizar las representaciones sociales de los educandos sordos sobre el intérprete educacional, buscando identificar las implicaciones de estas representaciones en el aprendizaje y proceso de inclusión educativo de los estudiantes sordos. Los objetivos específicos son: investigar las imágenes y los sentidos atribuidos por los alumnos sordos al Intérprete de Lenguaje de Señas en la práctica educacional e identificar como las Representaciones Sociales sobre los intérpretes, por parte de los estudiantes sordos, interfieren en el proceso de su aprendizaje educativo. Los sujetos de la investigación son 10 educandos sordos que compartieron sus representaciones sobre el trabajo del Interprete Educativo al nivel superior. La investigación presenta un enfoque cualitativo utilizando un plan de entrevistas semiestructuradas y una técnica de diseño. El enfoque utilizado en el campo de las Representaciones Sociales es el del proceso de Moscovici (2009), por tratar sobre el origen de las Representaciones Sociales, analizando los procesos de su formación, la cual considera la historicidad y el contexto de producción, formando así dos procesos de representaciones: la objetivación y el anclaje, que tienen una relación dialéctica entre sí. De acuerdo con los resultados de las representaciones sociales de los estudiantes sordos, el Intérprete Educativo es pieza fundamental en la construcción de la inclusión, ya que sin él, esos educandos quedan aislados, sin información y sin aprendizaje. De este modo, a este profesional le es atribuida la responsabilidad de educar, interpretar y orientar al sordo en el contexto de la enseñanza superior.Palabras claves: Representaciones Sociales. Intérprete educativo. Estudiante sordo.

scholarly journals How Kids Understand Health and Illness: Some Reflections from and for the Theory of Social Representations

2018 ◽  
Vol 14 (1) ◽  
pp. 15-22 ◽  
Author(s):  
M.-A. Aim ◽  
L. Dany ◽  
N.V. Dvoryanchikov ◽  
I.B. Bovina
Keyword(s):  
Mental Representations ◽  
Social Representations ◽  
Zone Of Proximal Development ◽  
Final Part ◽  
Proximal Development ◽  
Theoretical Approaches ◽  
The Social ◽  
Health And Illness ◽  
Theory Of Social Representations

The purpose of the article is twofold: 1) to argue about utility and advantages of the social representational perspective applied to the field of health and illness in case of children, 2) to discuss the potential and fertility of cultural-historical psychology for the development of the theory of social representations (SRs). The studies concerning the children’s understanding of health and illness are analysed. The limitations of the perspective to study mental representations of health and illness are revealed. The relevance and thepotential of the theory of SRs on the problem of children’s understanding of health and illness are discussed. The article reviews the four main theoretical approaches to SRs analysis. It is highlighted that genesis of the SRs is a zone of proximal development (or better to say zona blizhaishego razvitia) of the theory of SRs. The final part of the article dwells on the main points of the cultural-historical psychology in order to reveal some insights for the development of the theory of SRs.

scholarly journals As representações como propiciadoras de identidade: a circularidade entre o discurso da cultura erudita e as práticas populares na Idade Média Central

2018 ◽  
Vol 3 (4) ◽  
pp. 86
Author(s):  
Pablo Gatt Albuquerque De Oliveira
Keyword(s):  
Popular Culture ◽  
Present Article ◽  
Middle Ages ◽  
Social Groups ◽  
The Social ◽  
Cultura Popular ◽  
Social Praxis

O presente artigo tem como objetivo compreender como distintos grupos sociais, durante a Idade Média Central, garantiram as suas identidades por intermédio de um sistema de representações. Uma vez analisadas tais representações, discutiremos como se deram as relações entre a “cultura erudita” e a “cultura popular”, visto que, intrínsecas, compreendemos a circularidade das ideias e percebemos as práxis sociais estabelecidas entre ambas as culturas, assim como as suas divergências e apropriações.Palavras-chave: Cultura, Idade Média, Popular, Erudito. AbstractThe present article has the objective of understanding how distinct social groups, during the Central Middle Ages, guaranteed their identities through the system of representations. Once analyzed such representations we will discuss how worked the relations between “erudite culture” and “popular culture”, since, intrinsic, we understand the circularity of ideas and perceive the social praxis among both cultures, as well as their divergences and appropriations.Keywords: Culture, Middle Ages, Popular, Erudite.

scholarly journals Construcción de sentidos: las representaciones sociales de la lectura en la formación de estudiantes universitarios / Construction of Means: the Social Representation of Reading in the Formation of College Students

2016 ◽  
Vol 3 (1) ◽  
pp. 27-41
Author(s):  
Patricia Guerrero De la Llata ◽  
Sofía Amavizca Montaño
Keyword(s):  
Social Representations ◽  
Belief Systems ◽  
Social Representation ◽  
Social Imaginary ◽  
State University ◽  
Institutional Dynamics ◽  
Theoretical Approaches ◽  
The Social ◽  
El Sistema ◽  
Survey Instruments

ABSTRACTMany of the actions we take in everyday life respond to social and imaginary representations that socially established, widespread and played by institutions such as family and school, reading is not an exception, and influences such how the main actors, students and teachers which translates into small and large actions within the institution which conducted the study which referred to in this document. In turn the institution is a sample of the fabric of the social imaginary that is shared in the country and the proof is not only the indicators but the belief systems. The objective of this research was aimed to finding the social representations that UES students have about reading and how these meanings in individuals permeate their actions and beliefs. It was also concluded that systems of beliefs and actions are not autonomous but are immersed and are part of the social and institutional dynamics and shared with other actors such as teachers. For the analysis we used some concepts in the theoretical approaches of Castoriadis, Moscovici and Bourdieu. The research methodology was mixed and two survey instruments and focus group interview students by two academic units of the State University of Sonora in Mexico were used. We detected by this study both in society and in the institution under study its members read more than what themselves think, but the belief that they must be certain texts and supports "important", do not record the readings on electronic media or those made of non-academic texts.RESUMENGran parte de las acciones que realizamos en la vida cotidiana responden a representaciones sociales e imagina-rios que socialmente se han establecido, generalizado y reproducido  por las instituciones como la familia y la escuela, el caso de la lectura no es una excepción,  e influye de tal forma en los principales actores, estudiantes y profesores que se traduce en las pequeñas y grandes acciones al interior de la institución  en la cual realizamos el estudio del cual hacemos referencia en este documento. A su vez la institución constituye una muestra del entramado del imaginario social que se comparte en el país y prueba de ello es el sistema de creencias y no sólo los indicadores. El objetivo de esta investigación se orientó a encontrar las representaciones sociales que tienen los estudiantes de la UES con respecto a la lectura y cómo estos significados en los individuos permean sus acciones y creencias. Se concluyó que los sistemas de creencias y sus acciones no son autónomas sino que están inmersas y forman parte de las dinámicas sociales e institucionales y se comparten con los otros actores como son los profesores. Para el análisis utilizamos algunos conceptos vertidos en los planteamientos teóricos de  Castoriadis, Moscovici y Bourdieu. La metodología de investigación fue mixta y se utilizaron dos instrumentos la encues-ta y la entrevista en grupo focal a estudiantes de dos unidades académicas de la Universidad Estatal de Sonora en México. Detectamos mediante este estudio que tanto en la sociedad como en la institución objeto de estudio sus integrantes leen más de lo que ellos mismos piensan, pero la creencia de que deben ser determinados textos y soportes los “importantes”, no registran las lecturas en medios electrónicos ni las que se hacen de textos no académicos. Contacto principal: [email protected]

scholarly journals SURREALIDADE COTIDIANA: A TEATRALIZAÇÃO DO IMAGINÁRIO AMAZÔNICO NOS ESPETÁCULOS DOS GRUPOS DE CORDÃO DE PÁSSAROS

2019 ◽  
Vol 3 (1) ◽  
pp. 18-26
Author(s):  
Otacílio Amaral Filho ◽  
Bianca Conde Leão ◽  
Laís Teixeira da Silva Pelaes
Keyword(s):  
Popular Culture ◽  
Cultural Context ◽  
Black Culture ◽  
European Culture ◽  
Palabras Clave ◽  
The Social ◽  
Cultura Popular ◽  
Key Concepts ◽  
Bibliographical Survey ◽  
Communication Study

RESUMO O presente artigo propõe um estudo de comunicação sobre o Cordão de Pássaros Juninos, uma tradicional manifestação da cultura popular da Amazônia, caracterizada como um processo de resistência sociocultural das populações amazônidas, usando o conceito de espetáculo apresentado por Requena (1988) e o conceito de imaginário amazônico de Loureiro (1995). Os Pássaros Juninos, por vezes conhecidos como uma ópera cabocla, são assim denominados por sua estrutura, constituída por misturas de alegoria de mestiçagem, elementos da cultura indígena e da cultura europeia, com traços de cultura negra (cf. LOUREIRO, 1995). As peças dos pássaros seguem as tendências dos teatros europeus e são compostas por uma dramaticidade que gira em torno da perseguição de um caçador por um pássaro: os personagens que mais costumam aparecer nas peças são membros da realeza, índios, feiticeiros e caboclos amazônicos, se concretizando em uma teatralização do imaginário amazônico. O enredo ocorre em um ambiente de surrealidade cotidiana em que nobres, indígenas e caboclos interagem como instrumentos do destino. Os conceitos-chave de Requena (1988) e Loureiro (1995) serão utilizados para a compreensão do contexto social, material, ideativo e cultural observados nos dados obtidos a partir de levantamento bibliográfico e de material jornalístico e publicitário referentes ao espetáculo.   PALAVRAS-CHAVE: Pássaros Juninos; Cultura, Amazônia; Espetáculo; Modelo Carnavalesco.     ABSTRACT This paper proposes a communication study of the folkloric group “Cordão de Pássaros Juninos”, a traditional manifestation of amazonian popular culture, characterized as a process of sociocultural resistance of the amazonian populations, using the concept of spectacle presented by Requena (1988) and the concept of imagery of Paes Loureiro (1995). The group, “Pássaros Juninos”, also known as “cabocla” opera, are so named because of their structure, made up of mixtures of miscegenation allegory, elements of indigenous culture and european culture, with black culture traits (LOUREIRO, 1995). The plays of these folkloric groups follow the ancient trends of the european theaters and are composed of a drama that speaks about the pursuit of a hunter for a bird: the characters that appear most in the plays are members of the royalty, indians, sorcerers and amazonian people known as “caboclos”, concretizing in a dramatization of the amazonian imagery. The plot takes place in an environment of daily surreality in which nobles, natives and “caboclos” interact as instruments of destiny. The key concepts presented by REQUENA (1988) and LOUREIRO (1995) will be used to understand the social, material, ideological and cultural context observed in the data obtained from a bibliographical survey and journalistic and advertising material related to the spetacle.  KEYWORDS: Pássaros Juninos; Culture; Amazonia; Spectacle; Carnival Model.    RESUMEN El presente artículo propone un estudio de comunicación sobre el “Cordão de Pássaros Juninos, una tradicional manifestación de la cultura popular de la Amazonia, caracterizada como un proceso de resistencia sociocultural de las poblaciones amazónicas, usando el concepto de espectáculo presentado por Requena (1988) y el concepto de espectáculo presentado por Requena (1988) el imaginario amazónico de Paes Loureiro (1995). Los “Pássaros Juninos”, a veces conocidos como ópera cabocla, son así denominados en virtud de su estructura, constituida por mezclas de alegoría de mestizaje, elementos de la cultura indígena y de la cultura europea, con rasgos de cultura negra (cf. LOUREIRO, 1995). Las piezas de los pájaros siguen las tendencias de los teatros europeos y están compuestas por una dramaticidad que gira en torno a la persecución de un cazador por un pájaro: los personajes que más frecuentemente aparecen en las piezas son miembros de la realeza, indios, hechiceros y caboclos amazónicos, si concretizando en una teatralización del imaginario amazónico. La trama ocurre en un ambiente de surrealidad cotidiana en el que nobles, indígenas y caboclos interactúan como instrumentos del destino. Los conceptos clave presentados por REQUENA (1988) y LOUREIRO (1995) serán utilizados para la comprensión del contexto social, material, ideativo y cultural observados en los datos obtenidos a partir de levantamiento bibliográfico y de material periodístico y publicitario referentes al espectáculo.  PALABRAS CLAVE: Pájaros Juninos; Cultura; Amazonia; Espectáculo; Modelo Carnavalesco.

scholarly journals Perspectiva etnográfica como proposta de metodologia de ensino de sociologia

2017 ◽  
Vol 30 (1) ◽  
pp. 107
Author(s):  
Patricia Bandeira de Melo ◽  
Tatiane Oliveira de Carvalho Moura
Keyword(s):  
Popular Culture ◽  
Social Context ◽  
Social Environment ◽  
Learning Process ◽  
Mediation Model ◽  
Teaching Sociology ◽  
The Social ◽  
Cultura Popular ◽  
The World ◽  
Teaching Learning

Este artigo apresenta um modelo de mediação didática para o ensino de sociologia. Efetivada em uma escola pública na cidade de São José do Belmonte, Pernambuco, Brasil, a mediação fitou o aprendizado a partir de uma pesquisa de campo feita durante a festa da Cavalgada à Pedra do Reino. Primeiro, os estudantes apropriaram-se dos conceitos de cultura, cultura popular, festa, festa popular e etnografia, e foram a campo para observar, estranhar e refletir acerca do meio do qual fazem parte, registrando suas reflexões em cadernos de campo. Nessa proposta de trabalho de perspectiva etnográfica, os alunos usaram o mundo como laboratório para compreender a sociologia. A mediação didática considerou que os discentes são investigadores críticos, protagonistas do processo de ensino-aprendizagem, na qual a palavra é dada ao educando. Eles usaram o seu contexto de existência para compreender sociologicamente o que já conheciam, mas cujos sentidos eram silenciados na estrutura social.Palavras-chave: Mediação didática; Ensino de sociologia; Perspectiva etnográfica. ABSTRACTThis article presents a didactic mediation model to teaching sociology. This mediation was applied in a public school in São José do Belmonte city, Pernambuco, Brazil, whose aim was the learning through a fieldwork during the Cavalgada à Pedra do Reino Festival. Firstly, students learned concepts as culture, popular culture, festival, popular festival and ethnography, and then they went to the field to observe, defamiliarize and reflect about their social environment, reporting their reflections in ethnographic notebooks. On this ethnographic perspective proposal, students experienced the world as a laboratory, trying to understand sociology. In the didactic mediation, students were considered as critical researchers, protagonists of the teaching-learning process, in which each one has an own narrative. They were immersed in their own social context to understand sociologically what they already knew, but which meanings were restrained in the social structure.Keywords: Didactic mediation; Sociology teaching; Ethnographic perspective

The Contribution of Social Representations Theory for a Social Psychology of Communication Laboratory

2021 ◽  
pp. 127-142
Author(s):  
Brigido V. Camargo ◽  
Andréa Barbará S. Bousfield
Keyword(s):  
Social Psychology ◽  
Scientific Knowledge ◽  
Communication Systems ◽  
Social Representations ◽  
Social Representation ◽  
Experimental Designs ◽  
Santa Catarina ◽  
Systems Model ◽  
The Social ◽  
Set Up

This chapter describes the mission and research of the Social Psychology of Communication and Cognition Laboratory (Laboratório de Psicologia Social da Comunicação e Cognição) at the Federal University of Santa Catarina (LACCOS–UFSC). After explaining how the lab was set up, the authors illustrate the communication systems model from the social representations perspective. This goes beyond previous communication paradigms that use metaphors like the machine, the organism, or Frankenstein and toward a contextualized conception of social communication. Studies conducted by the Lab exemplify how change and continuity might be experimentally explored. Some of them concern scientific knowledge on HIV/AIDS and show how to tackle the dialogical knowledge generated by the ternary Ego-Alter-Object view proposed by means of experimental designs in the social representation domain. The chapter closes with some considerations on the COVID-19 pandemic and the dynamics of social representations.

scholarly journals Arts-based research in Psychiatry: A way to the examination of the popular beliefs about mental disorders

2021 ◽  
Author(s):  
Fabián Pavez
Keyword(s):  
Popular Culture ◽  
Mental Disorders ◽  
Mental Disease ◽  
Social Representations ◽  
Mesh Term ◽  
Social Imaginary ◽  
Research Strategies ◽  
Arts Based Research ◽  
The Social ◽  
Public Character

Research about the depictions of psychiatry and mental disorders in popular culture has been scarce and often lacks systematized research strategies. However, this tendency has changed in the last few years and it is now possible to find articles which investigate the social representations of mental illness through the analysis of the media, music, films, and other artistic manifestations. One possible indication of the emerging relevance of this topic is the inclusion of the MeSH term 'Medicine in the Arts' in the database of the U.S. National Library of Medicine in 2018. The study of the products of popular culture can give us information about common ideas present in the social imaginary regarding mental disease. One advantage of this type of study is the public character of the data. In addition, the fact that artistic productions persist over time enables access to information which could not be gathered through other qualitative research designs. In this way, the products of popular culture could be seen as what I call 'cultural fossils', which can be traced back' to the historical time in which they were produced.

scholarly journals Las representaciones sociales de la educación ambiental en clases de educación física, de los estudiantes y profesores de establecimientos educacionales de la IX región de la Araucanía, Chile (Social representations of environmental education in physical

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 485-495
Author(s):  
Carlos Roberto Arriagada
Keyword(s):  
Environmental Education ◽  
School Environment ◽  
Social Representations ◽  
National Curriculum ◽  
Structured Interviews ◽  
Education Students ◽  
Environmental Care ◽  
Physical Education Students ◽  
The Social ◽  
Teachers And Students

  La Educación Ambiental como contenido está vinculado de manera incipiente en el currículum nacional, la cual, por el contexto actual global y regional debería ser un eje central y transversal, que persiga concientizar, formar y modificar actitudes sobre el cuidado del ambiente desde las edades tempranas y durante toda la escolaridad. El propósito de la investigación es describir y comprender en profundidad las representaciones sociales de los estudiantes y profesores de Educación Física sobre Educación Ambiental de los establecimientos educacionales de las comunas Curacautín, Temuco y Puerto Saavedra de la IX Región de la Araucanía. La metodología de esta investigación es de enfoque cualitativo, la cual se lleva a cabo a través de entrevistas semiestructuradas abiertas, los datos son recopilados y analizados a través del software Atlas.ti versión 8. Los principales resultados de este estudio evidencian el escaso conocimiento de los estudiantes en relación con la Educación Ambiental. De igual forma los docentes de cada establecimiento consienten integrar la Educación Ambiental dentro de sus clases, pero de forma secundaria, sin abarcar contenidos concretos directamente relacionados con el cuidado del medio ambiente. Finalmente se concluye, que las representaciones sociales de los docentes y estudiantes revelan un interés por el tema y expresan diversas opiniones e ideas respecto de cómo podría ser abordado el contenido, de manera que el conocimiento sobre EA crezca y se desarrolle en el ámbito escolar.  Abstract.Environmental Education as a content is incipiently linked to the national curriculum, which, due to the current global and regional context, should be a central and transversal axis that seeks to raise awareness, train and modify attitudes on environmental care from early ages and throughout schooling. The purpose of the research is to describe and understand in depth the social representations of Physical Education students and teachers about Environmental Education in educational establishments in the communes of Curacautín, Temuco and Puerto Saavedra in the IX Region of Araucanía. The methodology of this research is of qualitative approach, which is carried out through open semi-structured interviews, the data are collected and analyzed through the Atlas.ti version 8 software. The main results of this study show the scarce knowledge of the students in relation to Environmental Education. Likewise, the teachers of each establishment agree to integrate Environmental Education in their classes, but in a secondary way, without including concrete contents directly related to the care of the environment. Finally, it is concluded that the social representations of teachers and students reveal an interest in the subject and express diverse opinions and ideas regarding how the content could be approached, so that knowledge about EE grows and develops in the school environment.

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