DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
Article Sidebar
Main Article Content
Abstract
This study proposes the configuration and influence of the teaching discourse for the materialization of reading practices in the classroom. It is based on the problems and alternatives of the solution associated with the development of reading skills. It was identified and written by language teachers in public schools and high schools in Ecuador as part of their dissertation proposal to obtain a master's degree. The study's objective was to analyze the discursive teaching construction around the teaching of reading. The problematization and the proposals made by the teachers were studied from a qualitative documentary approach, with theoretical-analytical support. In this way, guidelines for educational intervention were found, which show the need for a teaching practice that can provoke educational acts rather than programmatic actions.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Responsibility of the authors:
The authors are responsible for the ideas and data collected in the manuscripts. They are additionally accountable for the fidelity of the information, the correction of the citations, the right to publish any material included in the text, and the presentation of the manuscript in the format required by the Journal (WORD template). A manuscript forwarded to CHAKIÑAN must not have been published before, nor must it have been submitted to another means of publication.
Copyright:
Published articles do not necessarily compromise the viewpoint of the CHAKIÑAN JOURNAL. The Journal is aligned to the policy of the licence de Creative Commons Reconocimiento-No comercial 4.0 Internacional (CC BY-NC 4.0). Each author retains the right to the paper published in the Chakiñan journal.
Privacy statement
The personal data and email addresses entered in this magazine will be used exclusively for the purposes stated by the publication and will not be available for any other purpose or person.
How to Cite
Share
References
Anzaldúa, E. R. y Ramírez, B. (2010). Sujeto, autonomía y formación. Tramas, 33, 113-130. Recuperado de https://biblat.unam.mx/hevila/TramasMexicoDF/2010/no33/5.pdf
Bernstein, B. y Díaz, M. (1985). Hacia una teoría del discurso pedagógico. Revista Colombiana de Educación, (15), 65-66. doi: 10.17227/01203916.5120
Buenfil, R. N. (1993). Análisis de Discurso y Educación. En Documento DIE 26. Conferencia presentada en el Centro de Investigación Educativa de la Universidad de Guadalajara. México D. F.
Buenfil, R. N. (2010). Dimensiones ético políticas en educación desde el análisis político de discurso. Revista Electrónica Sinéctica, 35, 1-17. Recuperado de https://www.redalyc.org/articulo.oa?id=99815165007
Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56-66.
Carr, W. y Kemmis, S. (1988). Teoría crítica de la enseñanza. Barcelona, España: Martínez Roca.
Castoriadis, C. (1997). El imaginario social instituyente. Zona Erógena, 35, 1-9. Recuperado de https://www.ubiobio.cl/miweb/webfile/media/267/Castoriadis Cornelius - El Imaginario Social Instituyente.pdf
Chartier, R. (2000). Las revoluciones de la cultura escrita. Barcelona, España: Gedisa.
Cian, H. (2021). Sashaying across party lines: evidence of and arguments for the use of validity evidence in qualitative education research. Review of Research in Education, 45(1), 253-290. doi: 10.3102/0091732X20985079
Flick, U. (2015). El diseño de Investigación Cualitativa. Madrid, España: Ediciones Morata.
Freire, P. (2012). Cartas a quien pretende enseñar. Madrid, España: Biblioteca Nueva.
Fuentes, L., Calderin, N. y Pérez, A. (2017). Creencias y conocimientos de los docentes sobre la enseñanza de la lectura. Telos, 19(2), 343-365.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. New York: Routledge.
INEVAL. (2018a). Educación en Ecuador. Resultados de PISA para el desarrollo. Recuperado de https://www.evaluacion.gob.ec/wp-content/uploads/downloads/2018/12/CIE_InformeGeneralPISA18_20181123.pdf
INEVAL. (2018b). Ineval presentó resultados de PISA-D. Recuperado de https://www.evaluacion.gob.ec/ineval-presento-resultados-de-pisa-d/
INEVAL. (2019). Informe de resultados nacional Ser Bachiller. Año lectivo 2018-2019. Recuperado de https://cloud.evaluacion.gob.ec/dagireportes/nacional/2018-2019.pdf
Ledin, P. & Machin, D. (2018). Doing critical discourse studies with multimodality: from metafunctions to materiality. Critical Discourse Studies, 16(5), 497-513. doi: 10.1080/17405904.2018.1468789
Maggioni, L., Fox, E. & Alexander, P. A. (2015). Beliefs about reading, text, and learning from text. En H. Fives & M. Gregoire (Eds.), International Handbook of research on teacher’s belief (pp. 353-369). Abingdon: Routledge.
Ministerio de Educación. (2016). Lengua y Literatura. Currículo de EGB y BGU. Ecuador. Recuperado de https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/LENGUA.pdf
Molina-Natera, V. (2019). El discurso pedagógico en las tutorías de escritura. Revista Mexicana de Investigación Educativa, 24(80), 125-148.
Navarrete, T. de J. (2010). La intervención educativa. Un campo emergente en México. Revista de Educación y Desarrollo, 35, 35-43. Recuperado de https://www.cucs.udg.mx/revistas/edu_desarrollo/anteriores/13/013_Negrete.pdf
Plummer, K. (2001). Documents of life 2: An invitation to a critical humanism. London, Inglaterra: Sage.
Rogers, R. (2020). Interventionist discourse analysis and organizational change: a case example. Critical Discourse Studies. doi: 10.1080/17405904.2020.1823865
Roncancio, Á. D., Camargo, D. A. y Muñoz, N. M. (2017). Consideraciones sobre un marco metodológico encaminado al análisis de textos TT. Sophia, 13(1), 109-121. Recuperado de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1794-89322017000100014&lang=es%0Ahttp://www.scielo.org.co/pdf/sph/v13n1/v13n1a14.pdf
Schmid, R. (2018). Pockets of Excellence: Teacher Beliefs and Behaviors That Lead to High Student Achievement at Low Achieving Schools. SAGE Open, 8(3), 1-10. doi: 10.1177/2158244018797238
Tight, M. (2019). Documentary Research in the Social Sciences. Sage Publications. doi: 10.4135/9781529716559
Touriñan, J. M. (2011). Intervención Educativa, Intervención Pedagógica y Educación: La Mirada Pedagógica. Revista Portuguesa de Pedagogía, Serie extr, 283-307. Recuperado de uri:http://hdl.handle.net/10316.2/5325
Van Dijk, T. A. (2003). La multidisciplinaridad del análisis crítico del discurso: un alegato en favor de la diversidad. En R. Wodak y M. Meyer (Eds.), Métodos de análisis crítico del discurso. Barcelona, España: Gedisa.
Wilson, C., Woolfson, L. M. & Durkin, K. (2020). School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education, 24(2), 218-234. doi: 10.1080/13603116.2018.1455901
Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564-577. doi: 10.1080/03055698.2017.1382331