Representaciones sociales del afecto en docentes de educación básica regular de un colegio privado de Lima
Fecha
2025
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tiene como objetivo principal analizar las representaciones sociales sobre el afecto en el vínculo con el estudiante en docentes de básica regular de un colegio privado de Lima y así explorar los conocimientos de los docentes sobre el afecto en el vínculo con los estudiantes, identificar el campo representacional de los docentes sobre el afecto en el vínculo con los estudiantes y conocer las actitudes de los docentes sobre el afecto en el vínculo con los estudiantes. Para ello se realizó un estudio de corte cualitativo en base a un diseño fenomenológico en el cual se usó prioritariamente la entrevista semiestructurada como método de recojo de información la cual se organizó siguiendo las dimensiones de las representaciones sociales tal como lo explica teóricamente el modelo clásico de Moscovici. Como participantes se tuvo a docentes de básica regular que laboran en instituciones educativas privadas con al menos 1 año de experiencia profesional presencial. Los resultados que más se destacan indican que la afectividad resulta ser un elemento controversial en los docentes ya que la sociedad les asigna una afectividad específica que alude a sentimientos extremadamente positivos sin considerar lo que puede implicar su práctica docente. Este hecho hace que los docentes discrepen al respecto y sustenten que lo ideal es tener un afecto regulado que denote un adecuado manejo de expresiones y emociones como la alegría, el cariño, la preocupación, pero también de la molestia, desagrado o tristeza, en las distintas situaciones que se ve el docente en su interacción con el alumnado. Ello no solo garantiza la objetividad en el trato con los estudiantes y por ende la imparcialidad en su labor, sino que también evidencia la represión que se enfrenta el docente para no ser juzgado socialmente por sus ideas.
The main objective of this research is to analyze the social representations about affect in the bond with the student in regular elementary school teachers of a private school in Lima and thus explore the knowledge of teachers about affect in the bond with students, identify the representational field of teachers about affect in the bond with students and know the attitudes of teachers about affect in the bond with students the bond with the students. To this end, a qualitative study was carried out based on a phenomenological design in which the semi-structured interview was used as a method of information collection, which was organized according to the dimensions of social representations, as theoretically explained by the classical model of Mosocovi. Participants included regular elementary school teachers who work in private educational institutions with at least 1 year of face-to-face professional experience. The results indicate that affectivity turns out to be a controversial element in teachers since society assigns them a specific affectivity that alludes to extremely positive feelings without considering what their teaching practice may imply. This fact makes teachers disagree about it and maintain that the ideal is to have a regulated affection that denotes an adequate management of expressions and emotions such as joy, affection, worry, but also annoyance, displeasure or sadness, in the different situations that the teacher sees in his interaction with the students. This not only guarantees objectivity in dealing with students and therefore impartiality in their work, but also shows the repression that teachers face in order not to be socially judged for their ideas.
The main objective of this research is to analyze the social representations about affect in the bond with the student in regular elementary school teachers of a private school in Lima and thus explore the knowledge of teachers about affect in the bond with students, identify the representational field of teachers about affect in the bond with students and know the attitudes of teachers about affect in the bond with students the bond with the students. To this end, a qualitative study was carried out based on a phenomenological design in which the semi-structured interview was used as a method of information collection, which was organized according to the dimensions of social representations, as theoretically explained by the classical model of Mosocovi. Participants included regular elementary school teachers who work in private educational institutions with at least 1 year of face-to-face professional experience. The results indicate that affectivity turns out to be a controversial element in teachers since society assigns them a specific affectivity that alludes to extremely positive feelings without considering what their teaching practice may imply. This fact makes teachers disagree about it and maintain that the ideal is to have a regulated affection that denotes an adequate management of expressions and emotions such as joy, affection, worry, but also annoyance, displeasure or sadness, in the different situations that the teacher sees in his interaction with the students. This not only guarantees objectivity in dealing with students and therefore impartiality in their work, but also shows the repression that teachers face in order not to be socially judged for their ideas.
Descripción
Palabras clave
Representaciones, Afectividad, Profesores, Psicología Social, Psicología
Citación
Villanueva, M. (2025). Representaciones sociales del afecto en docentes de educación básica regular de un colegio privado de Lima [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2760