Resumo

FAIRSTEIN, Gabriela Alejandra. La Constitución Nacional como contenido escolar: negociación de significados entre docentes y alumnos. Propuesta educativa (Online) [online]. 2017, n.48, pp.57-64. ISSN 1995-7785.

"Why a judge does not intervene in an impeachment" or "why you cannot be a senator and a member of congress at the same time" are questions students ask when being taught about the National Constitution in class. These types of questions reflect a complex process of conceptual thinking adolescents make to understand their social world. They also reveal an aspect of content the teacher might have left unexplained or assumed the student already knew. And lastly, they reveal the difficulties faced by the teaching of social sciences, in relation to topics concerning scientific knowledge as well as everyday life. These three statements (although there are more) come together in our proposed analysis. Our research analyzes the negotiation of meanings in class around legal/political content, through the study of conversations generated by unprompted student’s questions. We undertake a fundamentally educational approach that recovers elements from the study of social knowledge development and the sociology of law. The data show classes that are extremely focused on the diffusion of normative text, with little integration of conceptual and contextual elements; students learning with a distorted cognitive structure, while trying to understand the content; overlapping of technical and everyday terminologies concealing the difficulties of a mutual understanding.

Palavras-chave : Citizenship education; Social sciences teaching; Law teaching; Civics; Development of knowledge.

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