Estado del Arte Sobre Representaciones Sociales de Territorio y su Relación con la Práctica Pedagógica Docente

Abstract

Abstract

In recent years, the concept of territory has undergone significant theoretical revision, particularly through perspectives that emphasize its dynamic, contextual, and cultural nature. In this regard, the theory of social representations, grounded in the contributions of Serge Moscovici, has provided valuable tools for analyzing how different social actors construct, interpret, and transform the meaning of territory beyond its physical and geographical dimensions, especially within educational and community contexts. This literature review aims to examine a range of studies conducted in the fields of geography and social representations, with a particular focus on the social representations of territory and their relationship with educational settings. The objective is to identify the main theoretical and methodological trends that have shaped research on the teaching of territory and on the ways in which territory is interpreted, understood, and re-signified through social representations. Furthermore, this review seeks to establish connections among studies related to the concepts of social representations, territory, and pedagogical practice in order to understand how these perspectives contribute to the development of new interpretations of territory within educational contexts. This analysis is particularly relevant because it contributes to a deeper understanding of the educational and territorial dynamics that characterize the Colombian context.