Social Representations of the School and the Neighborhood to Basic Education Students

curricula in everyday school day and their implications on the shared making-thinking in pedagogical practices

Abstract

This article aims to present two studies developed by two Research Groups, from the Federal University of Pernambuco and the State University of Bahia, which articulate the social representations of the school and the neighborhood with basic education students, as a way of contributing to shared doing-thinking in pedagogical practices. Therefore, we ask: What are the social representations of the school and the neighborhood among students? How do these representations contribute to the practical knowledge of common sense in the process of forming these subjects? The studies, of an interpretative/descriptive nature, applied a questionnaire with the TALP and affective maps. The results allowed us to understand the socio-cognitive and affective representations about the school, understand how they think and act in their neighborhood, their actions and their knowledge capable of guiding pedagogical practices.