Representativeness as a stimulus for knowledge retention: a possible dynamic for a meaningful learning

Abstract

Detailing the knowledge acquisition processes is a challenge for researchers from different areas. Considering learning as a phenomenon that encompasses the social and cultural breadth of individuals, experiences throughout personal history can establish a conceptual set that allows knowledge acquisition and retention. The objective of this article is to evaluate representativeness as a key concept for retaining knowledge of undergraduate students from the outskirts of Salvador. The research of exploratory and empirical nature is based on the perspective of significant learning, proposed by David Ausubel (2001). It uses as a sample students from the undergraduate degree in Social Communication at UNIFTC Campus Paralela, from august to december 2018, from the graphic design developed for a magazine. The identity concepts based on the social movement promote awareness and critical sense of young people from the periphery who enter higher education and must be reflected in the academic experience in order to enhance learning.