Las representaciones sociales del libro del observador del estudiante que construyen docentes y estudiantes en la institución educativa Politécnico Álvaro González Santana

Abstract

This investigation arises from the interest to understand the evaluation ways that are manifested in school, mainly those that are not evident and are far from purely academic parameters, which address everyday situations and that in one way or another account for the educational process of children and youth. Although the general conception of educational evaluation is that it focuses on the teaching and learning of academic content, there are other processes and tools that value aspects such as behaviors and training in values ​​that students have; One of these tools, if not the most representative, is the student observer's book, which typically relates to discipline, authority, and control; It registers and values ​​the behaviors experienced in the daily life of the school, from the perspective of the teachers and in some cases from the perspective of the students. It is in this sense that the present research is based on the value that can be derived from the discourses contained and associated with the observer's book and the way in which such discourses describe and affect the way in which subjects have relationships within the school community. , since being a tool for daily and permanent use, it contains records that account for the school environment, conflicts, behaviors, cultural values ​​and social dynamics among others; Likewise, it describes situations related to the teacher-student relationship and the ways in which coexistence within the school community is manifested. In addition, when considering that the discourses contained therein obey a series of preconceptions and imaginary that are the reflection of the culture and the values ​​present in teachers and students, its study allows the approach to the dynamics of the relationships that occur in the school and in turn opens the possibility towards the construction of strategies that lead to achieving a better school, based on coexistence pedagogies, that do not punish, but rather guide subjects on the duty to be in managing conflicts and differences. For the foregoing, the theme of this research focuses on understanding the social representations derived and associated with the student observer's book and its relationship with school coexistence, using content analysis techniques from a hermeneutic approach. In the first two chapters, the generalities of the research are presented based on the problem that, as previously mentioned, revolves around the knowledge and behaviors associated with the observer's book, also describes the fundamental aspects that were addressed in the objectives of Research such as the identification of social representations and their relationship in coexistence processes. Finally, the theoretical references that were taken into account for the interpretation of the results are described and discussed, among which authors such as Moscovici, Jodelet and Abric stand out. In the final chapters, the description of the methodological component that was considered to achieve the understanding of the social representations associated with the observer's book is provided, the approach, methods and techniques are described. Finally, the results and analysis that constitute the fundamental purpose of the research are presented.