<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7026</journal-id>
<journal-title><![CDATA[Psicología, Conocimiento y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. Conoc. Soc.]]></abbrev-journal-title>
<issn>1688-7026</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-70262019000100084</article-id>
<article-id pub-id-type="doi">10.26864/pcs.v9.n1.9</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Redes sociales digitales y pensamiento social: el caso de la ocupación de las escuelas de Río de Janeiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Social media and social thought: the occupation of schools in Rio de Janeiro]]></article-title>
<article-title xml:lang="pt"><![CDATA[Redes sociais digitais e pensamento social: o caso da ocupação das escolas do Rio de Janeiro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echeverri Vásquez]]></surname>
<given-names><![CDATA[Georgie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pecly Wolter]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana Peixoto]]></surname>
<given-names><![CDATA[Álvaro Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Estado de Río de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>84</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-70262019000100084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-70262019000100084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-70262019000100084&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente artículo se propone analizar la dinámica comunicacional de generación, circulación y reproducción del pensamiento social en una red social digital, en el marco del fenómeno de ocupación de las escuelas del estado de Río de Janeiro por parte de los estudiantes de secundaria, ocurrido en el primer semestre de 2016. Fueron seleccionadas, según criterios de interacción digital, 250 publicaciones provenientes de las páginas de Facebook de 35 escuelas ocupadas. Dichas publicaciones fueron sometidas a un análisis de contenido categorial que tuvo en cuenta tanto la tipología del formato del mensaje emitido (post simple, artículo periodístico, fotografía, video editado, video espontáneo, póster y gif), como su fuente empírica de producción (escrita, hablada o imagénica). A partir de la descripción de la intención comunicativa de los formatos y de la comparación global de las unidades de registro por categoría fue posible establecer tres vectores de análisis que permitieron a) inferir la prevalencia del pensamiento social sobre el pensamiento científico-racional; b) evidenciar la forma como las condiciones de producción del pensamiento social (formalismo espontáneo, dualismo causal, primacía de la conclusión y creación de analogía) inciden en la construcción colaborativa de las narrativas digitales; y c) considerar la posible existencia de una representación social de la ocupación asociada a etiquetas movilizadoras con un alto contenido afectivo como lucha, resistencia y conquista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper aims to explain the communication dynamics of generation, circulation and reproduction of social thought in a digital social network, in the context of the phenomenon of occupation of schools by high school students in Rio de Janeiro, which took place in the first semester of 2016. According to digital interaction criteria, 250 posts were chosen from the Facebook pages of 35 occupied schools, which were studied by means of a content analysis that took into account both the format of the emitted message (textual post, journalistic article, photography, edited video, phone cell video, poster and gif), as well as its empirical production source (written, spoken or image). From the description of the communicative intention of the formats and the global comparison of the registration units, it was possible to a) infer the prevalence of social thought instead of the rational-scientific thinking; b) demonstrate the way in which the conditions of production of social thought (spontaneous formalism, causal dualism, primacy of the conclusion and creation of analogy) affect the collaborative construction of digital narratives; and c) take into account the possible existence of a social representation of occupation associated to mobilizing hash tags with a high affective content such as struggle, resistance and conquest.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo visa analisar a dinâmica comunicacional de geração, circulação e reprodução do pensamento social em uma rede social digital, no quadro do fenômeno de ocupação das escolas estaduais do Rio de Janeiro por parte dos estudantes secundaristas, acontecidas no primeiro semestre de 2016. Foram selecionadas, segundo critérios de interação digital, 250 postagens das páginas do Facebook de 35 escolas ocupadas. As postagens foram submetidas a uma análise de conteúdo levando em consideração tanto a tipologia da mensagem emitida (post, artigo jornalístico, fotografia, vídeo editado, vídeo espontâneo, cartaz e gif) quanto a sua fonte empírica de produção (escrita, falada e imagética). A partir da descrição da intenção comunicativa dos formatos e da comparação global das unidades de registro por categoria, foi possível definir três vetores de análise que permitiram a) inferir a prevalência do pensamento social sobre o pensamento científico-racional; b) evidenciar a forma como as condições de produção do pensamento social (formalismo espontâneo, dualismo causal, primazia da conclusão e criação de analogia) incidem na construção colaborativa das narrativas digitais; e c) considerar a possível existência de uma representação social da ocupação associada a rótulos mobilizadores com um alto conteúdo afetivo como luta, resistência e conquista.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento social]]></kwd>
<kwd lng="es"><![CDATA[redes sociales]]></kwd>
<kwd lng="es"><![CDATA[jóvenes]]></kwd>
<kwd lng="es"><![CDATA[ocupación]]></kwd>
<kwd lng="en"><![CDATA[Social thought]]></kwd>
<kwd lng="en"><![CDATA[social media]]></kwd>
<kwd lng="en"><![CDATA[youth]]></kwd>
<kwd lng="en"><![CDATA[occupation]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento social]]></kwd>
<kwd lng="pt"><![CDATA[redes sociais]]></kwd>
<kwd lng="pt"><![CDATA[jovens]]></kwd>
<kwd lng="pt"><![CDATA[ocupação]]></kwd>
</kwd-group>
</article-meta>
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<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wolter]]></surname>
<given-names><![CDATA[R.P.]]></given-names>
</name>
<name>
<surname><![CDATA[Gurrieri]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Empirical illustration of the hierarchical organization of social thought: a domino effect?]]></article-title>
<source><![CDATA[Interamerican Journal of Psychology]]></source>
<year>2009</year>
<volume>43</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
