Resumo

UNZUETA MORALES, Sandra. Algunos aportes de la psicología y el paradigma socio crítico a una educación comunitaria crítica y reflexiva. Rev. de Inv. Educ. [online]. 2011, vol.4, n.2, pp.105-144. ISSN 1997-4043.

ABSTRACT The present article is a contribution to the socio-comunitarian psychology, social representations and the socio-critical paradigm of a critical and reflexive community education. There are certain elements to be considered and materialized that are required to draft and develop a community education in the Plurinational State of Bolivia and elsewhere in Latin America and the Caribbean. The first part develops the key dimensions, interventions and factors of the socio-critical theory with regard to the reflexive and emancipatory education processes; furthermore, it deals with some central concepts of the socio-critical theory that support a critical reflexive community education, based on internalization/externalization, cooperation and collaboration, language and communication, action and interaction, cognition and meta-cognition, awareness and understanding, educative communities and generative themes in learning and teaching; and includes a synthesis of six important theories: socio-cultural, activity, situated and distributed cognition, critical cognition and the so-called shared construction of socio-individual sense and signification in relation to their natural essence and characteristics. The second part of the article deals with community psychology in relation to community agents or social mediators, the community diagnosis, socio-communitarian education as intervention method emphasized in the community diagnosis, and with the social representations in community education, insisting on social objects for a critical-reflexive study, on trialectic and social reality.

Palavras-chave : Critical and reflexive community education.

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