Resumen

RODRIGUEZ GARCIA, María Natalia; TORRES MORENO, Julián David  y  RONCANCIO MORENO, Mónica. Teacher-Student Interactions and Child Abuse: Microgenetic Analysis from a Sociocultural Perspective. Rev. Costarric. Psic [online]. 2017, vol.36, n.2, pp.145-167. ISSN 1659-2913.  http://dx.doi.org/10.22544/rcps.v36i02.04.

This research aims to characterize connotations regarding child abuse from teacher-student interactions and relationships that occur inside a first grade classroom, located in a public school in the city of Bogotá. Theoretically, we support our work on the sociocultural perspective. We used the idiographic approach to characterize the case study of Martina, a first-grade teacher, through microgenetic analysis; who from her pedagogical practice and the design of a workshop aimed at preventing abuse provided us with elements to characterize the significations she has built on child abuse. The analysis of the results shows that the meanings and beliefs that emerge in her pedagogical practice are influenced by a cultural system, especially her religious beliefs, which are rooted in the Catholic religion.

Finally, we find that it is necessary for future investigations and research to focus on pedagogical practices, taking into consideration culture as an important element in the school context.

Palabras clave : school context; meanings; teacher; sociocultural perspective; microgenetic analysis; child abuse.

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