Cognición social e inequidad escolar

Abstract

This work is based on the fact, observed by social psychology. that the interpretation of social action is not always evidence, as it is illustrated by many bias of social cognition. It is affirmed that there is a pedagogic problem of important relevance, in relation with the social disvantaged students specially, because their behavior and results are often perceived in base of prejudices and stereotypes. Related with this it is recommended the necessity for teachers to get the control of their social cognition, handling the knowledge generated by the Science of education.