Social Representations: An Appropriate Theoretical Framework for Approaching Social Educational Research

This article attempts to position the social representations theory as an appropriate framework for addressing social educational research. Within this epistemological framework, the importance of analyzing the practices of reading and writing is stated, where teachers and students, as social beings and producers of meanings, are the key players. To accomplish this, the subject category is addressed; then, the emergence of a ternary thought in educational and social research is mentioned. Finally, the relevance of social representations theory in educational research on reading and writing is argued.