Social interaction as a process of encounter or misencounter in the academic learning of adolescents

Abstract

This results article addresses academic learning in adolescent age as a fundamental process to determine the aspects that minimize performance from the interaction with parents, teachers and classmates. The communication breaks with parents, the academic disinterest of the group and the mediation of learning by the homework advisors stand out. For this, a research focused on the theoretical analyzes of social learning was carried out with Vygotsky, Bandura and ecological theories, which allow exploring the interest of the group to optimize individual learning. Methodologically, we worked under a qualitative approach, with a phenomenological approach and a descriptive scope. The sample consisted of 30 students, their parents and five eighth grade teachers from the Sagrado Corazon School in Cúcuta. The techniques and instruments of data collection implemented were the interview by means of a semi-structured script and the direct observation of the participant type monitored through the field diary, while the information analysis was carried out by triangulation by participants involved. This phenomenological study allowed understanding social learning as a fundamental element to improve academic performance

Keywords

• meaningful learning
• educational context
• social interaction