Abstract
This paper presents the ideas that boys and girls have about the right to privacy at school, emerging from research conducted in the city of Buenos Aires, Argentina. The boys and girls studied are between the ages of 7 and 12. The article shows which group of ideas were developed by these subjects. In this research, clinical-critical interviews were used as a methodological strategy, based on the presentation of narratives addressing the violation of the right to privacy in schools. The resulting ideas are divided into three main groups: one group of subjects does not recognize this right, another recognizes it, although limited to those situations where this right strains some school characteristic, and a smaller group of subjects recognizes the right independently of the characteristics of the school. The article postulates that the construction of childhood ideas about the right to privacy occurs through hard intellectual work while participating in institutional contexts that are not always careful of children’s personal information. The results exposed facilitate the discussion on the situated construction of social notions by the subjects and the characteristics assumed by development from a psychological constructivist perspective that puts the social context in which the subjects participate at the center. The questions ordering the discussion are as follows: Does conceptual development exist in this type of social ideas? If so, in what terms can it be raised?
Right to privacy; School; Social knowledge; Knowledge development
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The graph shows the distribution of categories by ages group, differentiated by the narrative. For exemple, in the group 2, Narrative 1 was explained from a benafaction expectation by 90% and only 10% from a conditioned expactation of the rigth to privacy. The same age group, in the 2nd, distributes their answers differently when faced with narrative 2, where 70% explain it from a benefaction expectation.Source: elaborated by the author.