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Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children’s knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children’s construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein. The fields of anthropology and constructive psychology are both affected by the relationship between the building of knowledge and the social practices surrounding this process. Finally, based on these empirical examinations, the article explores how research methodologies could incorporate the notion of context in research focused on the construction of knowledge. [ABSTRACT FROM AUTHOR]

This article explores recent studies in anthropology and critical genetic psychology, both of which analyse the relationships between children's constructions of social knowledge and sociocultural conditions. For this, we have used research studies that have initiated the dialogue between these disciplinary fields as well as to our own empirical approaches. In order to establish shared problems, recent conceptual developments are explored and their methodological implications are analysed. Finally, the compatibility between the two approaches is analysed. [ABSTRACT FROM AUTHOR]