<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000100001</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las representaciones sociales y los procesos de ense&#241;anza-aprendizaje de conocimientos sociales]]></article-title>
<article-title xml:lang="en"><![CDATA[Social representations and teaching and learning processes of social knowledge]]></article-title>
<article-title xml:lang="pt"><![CDATA[As representações sociais e os processos de ensino-aprendizagem de conhecimentos sociais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castorina]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>44</numero>
<fpage>1</fpage>
<lpage>13</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El estudio de las representaciones sociales en el campo educativo se ha centrado en las creencias de profesores y de alumnos sobre la identidad profesional, la evaluaci&#243;n o la escuela. Entretanto se ha dedicado menos al estudio del papel y significado de las representaciones en el proceso de ense&#241;anza/aprendizaje. En este trabajo se propone estudiar las condiciones para incluir las representaciones sociales en el estudio del cambio conceptual de los conocimientos sociales. Adem&#225;s, se discutir&#225;n algunas relaciones entre las did&#225;cticas espec&#237;ficas y las representaciones sociales para interpretar los procesos de ense&#241;anza/aprendizaje. En primer lugar, se presentar&#225;n algunas notas caracter&#237;sticas del concepto de Representaciones Sociales, vinculadas a la cuesti&#243;n que se abordar&#225;n. En segundo lugar, se mostrar&#225; el car&#225;cter problem&#225;tico de las relaciones entre Teor&#237;a de las Representaciones Sociales y el campo educativo. A continuaci&#243;n se plantear&#225; el problema de la polifasia cognitiva en el cambio conceptual, proceso central para comprender la transformaci&#243;n de los conceptos durante la ense&#241;anza y los rasgos que all&#237; adquieren las Representaciones Sociales. Finalmente, se argumentar&#225; en favor de la inclusi&#243;n de las Representaciones Sociales, pero situadas en contextos did&#225;cticos, para el estudio del cambio conceptual. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The study on social representations in the field of educational has focused mostly on the beliefs of teachers and students about their professional identity, evaluation, or the school, but there are very few studies about the place and meaning of representations on teaching and learning process. This paper explores the conditions to include social representations in the study of conceptual change of social knowledge. Moreover, it discusses the relationship between specific didactic strategies and social representations to interpret teaching and learning process. First, we will introduce some characteristic features of the S.R. concept related to our subject matter. Secondly, we will expose the problematic nature ofthe relationship between SR theory and the educational field. Then, we pose the problem of cognitive polyphasia in conceptual change - a key process to understanding the transformation of concepts during teaching - and the features that S.R. reach within that process. Finally, we argue in favor of the inclusion of S.R. in didactic contexts for the study of conceptual change. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A pesquisa das representa&#231;&#245;es sociais (RS) na educa&#231;&#227;o tem dado maior aten&#231;&#227;o &#224;s cren&#231;as de professores e alunos sobre a identidade profissional, a avalia&#231;&#227;o ou a escola. No entanto, tem se dedicado menos ao estudo do papel e do significado das representa&#231;&#245;es no processo de ensino/aprendizagem. Neste trabalho s&#227;o estudadas as condi&#231;&#245;es da inclus&#227;o das representa&#231;&#245;es sociais ao estudo do processo de mudan&#231;a conceitual dos conhecimentos sociais. S&#227;o discutidas algumas rela&#231;&#245;es entre a did&#225;tica espec&#237;fica e as representa&#231;&#245;es sociais na interpreta&#231;&#227;o dos processos de ensino/aprendizagem de tais saberes. Primeiramente, descrevem-se alguns tra&#231;os caracter&#237;sticos do conceito RS vinculados &#224; quest&#227;o a ser tratada. Num segundo momento, aborda-se o car&#225;ter problem&#225;tico das rela&#231;&#245;es entre a RS e o campo educativo. Apresenta-se o problema da polifasia cognitiva na mudan&#231;a conceitual, processo central na compreens&#227;o da transforma&#231;&#227;o dos conceitos no ensino, e os tra&#231;os singulares que as RS adquirem nele. Por &#250;ltimo, argumenta-se a favor da inclus&#227;o das RS no estudo dos processos de mudan&#231;a conceitual, por&#233;m situadas nos contextos did&#225;ticos. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Representaciones Sociales]]></kwd>
<kwd lng="es"><![CDATA[Conocimientos]]></kwd>
<kwd lng="es"><![CDATA[Cambio Conceptual]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza- Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Change]]></kwd>
<kwd lng="en"><![CDATA[Teaching-Learning]]></kwd>
<kwd lng="en"><![CDATA[Didactic]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Mudança Conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos]]></kwd>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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