SOCIAL NETWORKS AND LANGUAGE COMPETENCIES: A TRANSDISCIPLINARY SOCIO-FORMATIVE PERSPECTIVE IN THE CONTEXT OF PRIMARY EDUCATION

Abstract

This article presents the progress of an ongoing doctoral research study whose general purpose is to develop a socio-formative theoretical framework as a transdisciplinary perspective for the interconnection of social networks and the development of language competencies within the context of primary education. The importance of these resources in transforming socio-formative paradigms is recognized, a transformation that requires a paradigmatic shift in the reach and dissemination of knowledge. The study draws on the following theories: Ferdinand de Saussure's Linguistic Sign (1915), Kenneth Gergen's Social Constructionism (1985), John Scott's Social Network Theory (1991), Sergio Tobón's Socioformation Theory (2002), and the current legal framework. The methodology is framed within the post-positivist paradigm, grounded in Husserl's phenomenological approach and supported by Dilthey's hermeneutics, with the Francisco José Caldas Educational Institution in Arauca, Colombia, serving as the research setting. Data collection is being conducted through participant observation of five (5) key informants and bibliographic review, applying the analytical techniques proposed by Martínez (2004): categorization, structuring, contrasting, triangulation, and theorizing. As preliminary findings, emerging categories and subcategories point to the undeniable need to create interactive spaces that systematically and periodically reformulate student education processes, based on transdisciplinary approaches that make knowledge accessible with a click.