| dc.creator |
María Elena González |
|
| dc.date |
2012-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:11:29Z |
|
| dc.date.available |
2015-07-20T22:11:29Z |
|
| dc.identifier |
1690-7760 |
|
| dc.identifier |
https://doaj.org/article/dffadcc0ddf54d81a32f6e89dcb33ab9 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/14424 |
|
| dc.description |
This article identifies three approaches to identity in Social Psychology that are relevant to the study of adolescents. Mead and Blumer authors state that identity in adolescence is a social production, a process in constant development, as a result of the process of interaction between individuals. Meanwhile, Erikson understands identity as an evolutionary process located in the heart of the individual and at the core of their environment. It is a process that is in development and constant change, is a dynamic process of social construction, which is influenced by the context and the people around us, and not only confined to adolescents; in other words, a process inherent to all human beings.<br>En este artículo se señalan tres enfoques sobre la identidad en Psicología Social que son relevantes para el estudio del adolescente. Los autores Mead y Blumer plantean que la identidad en la adolescencia es una producción social, un proceso en desarrollo constante, como resultado del proceso de interacción entre los individuos. Por su parte, Erikson entiende la identidad como un proceso evolutivo ubicado en el núcleo del individuo y en el núcleo de su entorno. Es un proceso que está en desarrollo y cambio constante, es un proceso de construcción social dinámico, que se ve influenciado por el contexto y las personas que nos rodean, y no solo se circunscribe a los adolescentes; en otras palabras es un proceso inherente a todas los seres humanos. |
|
| dc.language |
Spanish |
|
| dc.relation |
http://conhisremi.iuttol.edu.ve/pdf/ARTI000131.pdf |
|
| dc.relation |
https://doaj.org/toc/1690-7760 |
|
| dc.source |
CONHISREMI, Vol 7, Iss 3, Pp 19-28 (2012) |
|
| dc.subject |
identity |
|
| dc.subject |
adolescence |
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| dc.subject |
social interaction |
|
| dc.subject |
identidad |
|
| dc.subject |
adolescencia |
|
| dc.subject |
proceso evolutivo |
|
| dc.subject |
interacción social. |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.title |
IDENTIDAD: UN PROCESO CONSTANTE, DINÁMICO Y FLUIDO |
|
| dc.type |
article |
|