Acceso usuarios
Colombia
Colombia
Los valores sociales son constructos psicológicos dinámicos y complejos que se pueden estudiar a partir de indicadores semióticos cualitativos. Los procesos interactivos de coconstrucción y negociación de significados asociados a los valores ocurren en función de la semiósfera, una dimensión abstracta en la que el individuo sitúa y construye todas las relaciones semióticas individuales o compartidas. En los contextos escolares, su estudio cobra relevancia para la promoción del diálogo reflexivo, la resolución de conflictos y la construcción de ambientes de paz. Este estudio exploró los elementos semióticos asociados a los valores sociales en una situación de conflicto narrada por niños de 10 años de una escuela pública en Colombia, a través de la descripción de características de la semiósfera y del análisis microgenético.
Los resultados y análisis muestran, por un lado, que en la expresión de ciertos valores los niños y niñas presentan posicionamientos o reflexiones que indican empatía con el otro o justificaciones de los comportamientos y sentimientos propios, como reacciones ante las conductas de los otros y, por otro lado, que las emociones y las formas en las que niños y niñas asumen el conflicto aparecen enmarcadas en significados propios de campos semióticos afectivos que orientan las expectativas sobre el otro y las motivaciones para finalizar el conflicto. Esto es, los valores provenientes del contexto familiar y escolar se entretejen en las relaciones afectivas, se actualizan en la situación de conflicto, se nutren de corrientes semióticas provenientes del mundo social y cultural y de las trayectorias de vida de los niños.
This paper highlights culture and meanings in the constitution of social values. In the traditional literature, the study of values has predominated with a strong emphasis on scales, recently there has been progress in systemic proposals that study them as motivational devices.
In this study, psychological processes arise through the interaction between the subject and culture (Valsiner, 2019; Zittoun, 2016). In the same way, social values are defined as dynamic and complex psychological constructs with motivational characteristics.
According to Matusov y Lemke (2015), in the educational context, students socialize through values and adopt evaluative positions towards them. The values penetrate, both the practice, and the process of evaluating these in the practice itself. Thus, specifically, disagreement resolution practices, joint decision-making, among others, are considered processes inevitably based on values. This study explored the semiotic elements associated with social values in a conflict situation narrated by 10-year-old children from a public school in Colombia.
The interactive processes of co-construction and negotiation of meanings in a conflict situation is associated with values and it is taken as a function of the Semiosphere (Lotman, 1984). The Semiosphere is an abstract dimension where the individual places and builds all individual or shared semiotic relation. In school contexts, its study becomes relevant for the promotion of reflective dialogue, conflict resolution and construction of peace environments, Through the description of the Semiosphere and microgenetic analysis, characteristics of values were explored in 73 texts. Taking into account the results of this analysis, in a second moment, a microgenetic analysis of the oral and written narratives produced by 10 children -belonging to one of the participating educational institutions- was carried out.
The microgenetic analysis allows to interpret communicative processes as dynamic and highlights the interdependence between individuals and their different development contexts.
Also, because it enables the understanding of communicative strategies in interaction situations, in which, in addition, the dialogical dimension of language and the joint construction of meanings are recognized (Barrios et al., 2012).
The oral and written narratives were transcribed. They were assigned a numerical code to protect the children's identity. The texts to be analyzed were selected according to the following criteria: age and type of constructed text (texts with a narrative structure in the canonical sense).
All the procedures described here followed the ethical considerations established by Resolution 8430 of 1993 of the Colombian Ministry of Health. The investigation accepted all the requirements for protection of information indicated from the school.
The results and analysis show, on the one hand, that in the expression of certain values, boys and girls show positions or reflections that indicate empathy with the other or justifications of their own behaviors and feelings, as reactions to the behaviors of others. And, on the other hand, that the emotions and the ways in which boys and girls assume the conflict appear framed in meanings typical of affective semiotic fields that guide the expectations of the other and the motivations to end the conflict. That is, the values from the family and school context are interwoven in affective relationships, they are updated in the conflict situation, they are nourished by semiotic currents from the social and cultural world and from the life trajectories of children (Zittoun, 2016).
Finally, the narrative was a tool in which voices and meanings converged, allowing approaching the historical-individual dimension of values. According to a critical vision of educational contexts, education should try the critical reflection of own life and of the world (Matusov, 2018). Then, education must promote dialogical practices to accompany students in the exploration of meanings, values and beliefs (Branco, 2018).
