Social representations that family members have of their children's teaching-learning process

Abstract

The growing complexity of today's world presents new challenges and demands to educational systems, so any change in this sense must contend with the various factors that affect the teaching-learning process in the different educational stages, with their interactions and interdependencies in order to provide direction to it. Therefore, this research that is presented has the following general objective: To characterize the teaching-learning process from the social representations of the relatives of the 3rd grade students in the Private School Complex L.B.D.F of Sumbe-Angola. It is a descriptive research that uses the mixed paradigm where analytical-synthetic, inductive-deductive and abstract-concrete methods are used as theoretical methods; as an empirical method, the questionnaire survey, the technique of free associations and the socialization of the results as an empirical procedure; and within the statistical-mathematical methods, the percentage calculation. The main result was eight general categories that characterize the teaching-learning process of the 3rd grade according to the families of these students through their social representations, those that are grouped in the three hierarchical levels established according to the Theory of the Central Nucleus.

Keywords:

Social representations, Teaching-learning process, Theory of the Central Nucleus, Family.