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Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work aims to reflect about the scope and meaning of social representations theory in psychological research and intervention, particularly regarding to development and education. It is also about specifying Social Representations from individual representations; highlighting the relevance of meta-theoretical reflection, as well as the openness of social sciences; linking social conflicts and the conception of subjectivity with the intervention on representations; moreover, the work analyses the meaning of collective memory for the conception of social subject. Finally, it suggests a dialogue between theory of representations and other psychologies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The principal aim of this paper is to discuss the use of social representation concept made by novel researchers. In first place, it will consider the difficulties that came from the conceptual delimitation of the category, with relation to others like implicit theories and habitus. In second place, it questions some methodological problems: inquiry object's construction, the unity of analysis delimitation, the selection of data collection instruments. Finally, it discusses the criterions by educational interventions, which tend to modify social representations. It's concludes that is necessary an epistemological vigilance by researchers about their assumptions. [ABSTRACT FROM AUTHOR]

This paper deals, in the first place, with the strategic character of knowledge and psychological instruments when applied to special education. It is then shown that knowledge is two-faced, as it legitimates pedagogical or medical practices but it must pass empirical proof and founded criticism of results proving justification before other colleagues. In the third place, it examines the intervention of the epistemic framework of scission on that psychological knowledge, which divides the elements of experience into their epistemological and ontological aspects. There is a discussion on this intellectual strategy. It is very specially shown that such scission approaches, beyond dualism and reductionism, postmodern social constructionism. Finally, it highlights the advantages of an epistemic dialectical framework, in terms of a complex, though unique, superior synthesis of psychological life. [ABSTRACT FROM AUTHOR]

The aim of this paper is to clarify the process by which individuals transform social representations while appropriating them and the way in which social representations influence on individual actions. Specifically, we will try to answer the following questions: Which are the characteristics of this process? Is it about active or passive internalization? Is it possible to study the concept of individuación (individuation) of social representations from a psychological point of view, regarding the concept itself and its formulation by social psychologies or is it necessary to reformulate it? Does the study of this process involve some kind of interdisciplinary activity? For this purpose, we shall raise the theoretical developments of two contemporary exponents of Psychology. On one hand, Duveen (2001) deals with the problem from the view of Social Psychology, appealing to Developmental Psychology as an instrument and he thinks of individuation amid interpersonal relationships. In this way he remarks that social representations do not act with regard to isolated individuals, but they rather act in pare interaction situations, resulting in the intervention of social and individual restrictions. However he is not able to specify the individuation process of social representations because he cannot adopt the child's point of view, in the way in which developmental psychology does. On the other hand, Valsiner (2003) deals with this problem from the perspective of developmental Cultural Psychology, focusing on the regulation of the flow of intrapersonal experience. His aim is to overcome the static version of social representations that have prevailed in empirical research. From his disciplinary perspective he considers social representations as social semiotic mediation artifacts, that enable individuals to pre-adapt to future events, making the experience of stability possible and integrating future anticipations of future and memories of the past. So, social representation constrains possibilities of action, enabling individual social representation to emerge. The author's main merit is the modification of Social Psychology standard version about the intra-subjective, because he analyzes the process by which an individual uses social representation to organize their experience. However, it is doubtful the use of certain typical concepts of the social representation theory that he uses and reformulates in terms of Developmental Psychology. The analysis of the arguments puts forward by both authors enable us to conclude that the problem of individuation leads to inevitable difficulties for those who deal with any of the mentioned disciplines. Despite researchers move in different problematic spaces, they share a common epistemic frame: the ontological assumption about a dialectic articulation between individual and society or between inter and intra subjective process. Therefore, we advocate for interdisciplinary activity, which is not only a rhetoric resource, but a base in a theoretical and methodological interchange at the moment of delimiting the object of study and to think of the research design. This resource will only be valid if it is focused from the perspective of conceptual discussion and empiric research based on a common epistemic framework. The problem of individuation refers to an object of study constituted by a system of interactions which components should be defined during the investigation itself. Now we face the challenge of studying complex systems. We consider that a dialogue between social and developmental psychologies has started and this should lead to the undertaking of joint investigations, which in time will become the right path for building a plausible explanation for this problem. [ABSTRACT FROM AUTHOR]

The aim of this paper is to think about epistemological issues raised by psychological research on education, particularly those related to children and scholar construction of knowledge during developmental and learning processes. The "neutral" approach of psychological research about this area has been criticised by critical pedagogues. Mainly the occultation of relationships between psychological theories and educative practices has been questioned, specifically the legitimating role of the formers about the medical and pedagogical practices. This paper discuss the exclusive role sometimes devoted to normative character of psychology and tries to recuperate the possibility of objective construction of psychological knowledge. This will be based on epistemological criticism to social conditions of research, beside the philosophical, ontological and epistemological underpinnings which framed the election of research objects and methodology. Even more, this work addresses the imprecision of concepts produced by researchers. According to us, some of these considerations are valid to other disciplinary studies about education, as sociology, anthropology, and even didactical and curricular research. [ABSTRACT FROM AUTHOR]

The aim of this paper is to critically review the theory of Bootstrappping as stated by Susan Carey in order to explain conceptual change in psychology of development. The first section explains the results of her research on biological theories of childhood, then, the use of philosophy of science in her investigations. Next, the various forms of conceptual change are assessed. Subsequently, the paper particularly presents the dynamics of bootstrapping process for biological ideas and its extent to the acquisition of whole numbers. Finally, the importance and meaning of bootstrapping is analyzed with regard to cognitive psychology and Piagetian dialectics. [ABSTRACT FROM AUTHOR]

This article aims to account for the relationships between the development of the children's political knowledge and the social practices in which they participate. In order to achieve this objective, the following paper examines a series of psychogenetic studies carried out since the end of the 80's in Buenos Aires in school environment, on the political ideas that children and adolescents construct about the national government and the presidential function. This analysis is elaborated in the light of another very recent research, of anthropological orientation and ethnographic perspective, where it is studied the political knowledge elaborated by children and young people who participate in community practices and inhabit houses as illegal tenants in the same city. In this way, a critical comparison is established between these investigations, which centrally includes the methodological aspects, as well as the scope of the results, for a conceptual re-elaboration around the study of the processes of knowledge construction in the political field. [ABSTRACT FROM AUTHOR]

Este artículo explora estudios recientes en antropología y en psicología genética crítica que intentan precisar las relaciones entre las construcciones de los niños y niñas acerca del conocimiento social y las condiciones socioculturales. Para ello se apela tanto a investigaciones que han abierto este diálogo entre ambos campos disciplinares como a las propias aproximaciones empíricas. Con el fin de establecer las problemáticas compartidas, se describen las reelaboraciones conceptuales recientes y se analizan sus implicancias metodológicas. Por último, se indagará en la compatibilidad entre ambos enfoques. [ABSTRACT FROM AUTHOR]