A representação social de educadores frente a crianças em situação de vulnerabilidade social

Abstract

The environment which it is inserted is permeated with images that are added by the subjects that make up a particular context and a single form of acquisition of knowledge. Thus, the theory of Social Representations address the social production of knowledge focusing on the analysis of the construction and modification of that knowledge and try to elucidate how the action and thought is entangled in social dynamics. Thus, the objective of the research was to identify the social representation of children of teachers in socially vulnerable, more specifically characterize the environments that enabled the research, analyzing the social representation of these educators, argue that educators are joining the social representation and finally show possible psycho contributions in this context of social vulnerability. In order to achieve the proposed objectives was made using the technique of natural semantic networks representing a method that explores the psychological knowledge about social objects that investigates and also an interview containing three open questions. Thus, it became clear that knowledge and educators about the social representation of children in situations of social vulnerability is related to a perspective of family breakdown and the absence of public policies for the prevention of violation of rights. So what we see is that the Social Representation facing educators vulnerable children is on the intrinsic and extrinsic factors of these educators.