Aproximación al conocimiento de las representaciones sociales que construye el niño ciego en el conocimiento de sí mismo y de su entorno

This article presents an approach to knowledge of social representations that the blind child arises on the knowledge of self and their environment. This study corresponds to a qualitative analysis where privilege non-participant observations in the classroom context and participant observations in curricular activities outside the classroom are privileged; besides, a ludic activity designed for the collection of information is proposed. As results of the study, it was found that blind children build social representations in the knowledge of self and their environment, using elements such as: the symbolization of objects and/or realities from the body, the plurifunctionality of the voice, the use of language, the body representation as an act that allows them to understand narrated stories, the symbolic game and the creation of words as a way of referring to knowledge building of the environment. It is concluded that the social representations in blind children in the knowledge of self and their environment are given from the articulation of collective and subjective experience that is put into play the symbolic capacity, which allows blind children be generators of social interactions as subjects able to think and create sense of self and the surrounding medium.

• Autores: Arciniegas Morera, María Fernanda
• Fecha de publicación: 2015
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/3407
• Acceso en línea: http://hdl.handle.net/10819/3407
• Palabra clave: Representación social; Conocimiento de sí; Knowledge of environment; Blind child; Niños ciegos; Psicología infantil; Representación (Psicología); Reconocimiento (psicología)
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia