SELF-IMAGE AND SOCIAL ASSESSMENT REPRESENTED ON THE TEACHING PROFESSION, IN STUDENTS WHO ENTER TO STUDY PEDAGOGY IN REGIONAL UNIVERSITIES OF THE STATE OF CHILE

The article seeks to describe the representations about the self-image and assessment of the teaching profession that students who enter to study pedagogy have, in five universities of the State of Chile, located in the north, center, south and southern areas of the country. Methodologically, it is a descriptive, comparative and interpretive study based on the central nucleus theory of social representation postulated by Abric (2001). It is concluded that those who enter to study Pedagogy have representations about the self-image and valuation of the teaching profession clearly marked and common among them, independent of the variables studied (geographical area, sex and cultural relevance / identification); However, there is a greater intensity in the trends represented in those regions with a greater component of belonging to indigenous peoples.