EDUCATION CITIES AND SOCIAL REPRESENTATION THEORY: CONTEXTS AND INTERFACES

Abstract

This article aims to establish relationships between the theoretical and epistemological elements of the Theory of Social Representations (SRT), idealized by Serge Moscovici, with the concept of Educating Cities, through the analysis of narratives that emerge from the principles of the Charter of Educating Cities. As theoretical support, we used the TRS, based on Moscovici (2001, 2015), Jodelet (2001), Doise (2001), among other authors; for the study of Educating Cities, we relied on authors such as Zitkoski (2005) and Moll (2019), in addition to the text of the Letter of Educating Cities (2020). The methodological path was traced from the organization of the Descending Hierarchical Categorization (CHD) of the principles listed in the letter, processed by the IRAMUTEQ software. For the present study, we chose to analyze class 2, called the Right to Education. The speech contained in the document highlights the words "educator", "city" and "right", related to the conception that the city has an educator potential and the search for guaranteeing the right to education and the city, by placing it as an important space /time of education in citizenship.