Social Representations on the Teaching of Citizenship Competencies in Rural Teachers: A Study at Las Llanadas Educational Institution

Abstract

This study analyzes the social representations of Social Sciences teachers regarding the teaching of citizenship competencies at the Las Llanadas Educational Institution, located in a rural context in the municipality of Sahagun, Córdoba. A qualitative approach with a descriptive design was adopted, using semi-structured interviews, focus groups, and direct observation as data collection techniques. This work focuses on recognizing that social representations are collective constructions that allow individuals to understand and make sense of their social environment, as noted by Moscovici (1961). The study of social representations has been approached from various disciplines. As Pérez (2001) mentions, “social representations are not only relevant in social psychology but also have implications in sociology and anthropology” In this sense, the approach of Habermas's theory of communicative action (1981) highlights how these representations are the result of discursive interactions that shape social reality.

The results show that teachers perceive citizenship education from three perspectives: normative, critical-participatory, and affective. Traditional strategies, such as lectures, predominate, although some teachers have begun to incorporate active methodologies. Significant barriers were identified, such as the lack of teacher training and the absence of adequate materials, as well as the influence of sociocultural dynamics typical of the rural context. It is concluded that the teaching of citizenship competencies in rural settings requires contextualized pedagogical strategies and greater integration of the school with the community. Therefore, it is recommended to strengthen teacher training and design educational policies that promote the active participation of students.