PROYECTO AULA EN EL CENTRO DE ESTUDIOS CIENTIFÍCOS Y TECNOLÓGICOS No. 4 DEL IPN A TRAVÉS DE LAS REPRESENTACIONES SOCIALES DE SU PROFESORADO

Abstract

This is a situational study about the operation of the academic strategy called “Proyecto Aula” in the “CECyT No. 4, IPN”. The revised matters emerge because of the little participation of the teaching staff that are in charge of making it work, but until now they show mechanisms of simulation, apathy and resistance to any change. From the theoretical perspective of the Social Representations given by the Social Psychology whose forerunner is Serge Moscovici, an analysis was made, considering the content of thoughtful qualitative interviews to understand the positions and specific behavior of the professors before the studied issue. The objective was to make an analysis which could support a reorganization of the practice which could truly lead to get the academic objectives stated in its theoretical conception. 33 professors, who represent the heterogeneity of the teaching population, were interviewed with the purpose of establishing if any of the categories which differentiated them were determining. The subject search and the links or relations which are signaled by Moscovici to analyze the content was made with the support of the Constant Comparative Methods which is the name given to the Grounded theory, and also with the Analysis of legitimacy utilized by Jodolet since 1990. The findings showed that the answers given by the teaching staff about the project were influenced by circumstances surrounding the formative actions which derived in three groups with a different level of information. In general, it was shown that the characteristics and particular conditions of the professors were interwoven with the periods of access to the information, which determined their positions before the requests. The most informed group developed a critical attitude but at the same time they also participated more. It was also found the necessity of making a difference in the strategies of implementation, training, control and monitoring; considering the characteristics of the areas of curricular education. It is confirmed that the Social Representations cause behaviors, and according to that they can be facilitators or obstructionists.