Resumen

CASADO G, Elisa. Prototypes of pedagogical interaction . Rev. Ped [online]. 2002, vol.23, n.67, pp.247-279. ISSN 0798-9792.

ABSTRACT This article presents research results on student-teacher interaction prototypes in which socio-affective, socially-structuring and relating aspects of such prototypes have been found. Our interest has focused on the importance that social representation constructions have with regard to pedagogical interaction. Grounded on social cognition theory, in this study we contend that some of the concepts in this area can not be defined in terms of the necessary and sufficient attributes (classical view), considering that commonsense concepts are both fuzzy and imprecise (prototypical view). In this latter view a prototype would be an instance with the highest number of attributes associated with a given social category and belonging to a specific category as defined by a continuum of prototypicality. A great many common attributes (the central elements of a prototype) can be elicited from a population when required to characterize or define different types of social relationships. This can be explained by the fact that prototypical concepts are based not only on group experiences but also on shared knowledge (implicit theories) about a social object

Palabras clave : Pedagogical interaction; prototypes; social cognition.