Reading, writing and orality at the school from the sociocultural perspective
This paper provides the results of a research to describe an approach to language teaching of elementary school teachers, as well as the relationship of this approach to their classroom practices. The qualitative paradigm was assumed, based on the action-research method, where five elementary school...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2019
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10020 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1801705989699796992 |
|---|---|
| author | Galindo-Lozano, Denys Paola Doria-Correa, Rudy |
| author_facet | Galindo-Lozano, Denys Paola Doria-Correa, Rudy |
| author_sort | Galindo-Lozano, Denys Paola |
| collection | OJS |
| description | This paper provides the results of a research to describe an approach to language teaching of elementary school teachers, as well as the relationship of this approach to their classroom practices. The qualitative paradigm was assumed, based on the action-research method, where five elementary school teachers from a Colombian educational institution have participated. The results indicate a structuralist conception, from which teachers' teaching practices are guided in the daily exercise of their language classes. This is due to the fact of the detonator of transcription is perceived in writing, graphic representation of the word and memorization in orality. It is concluded that a need to transform the practice of teachers in the area of language towards new teaching scenarios that encourage in-depth analysis of texts and discourses is required, in terms of conditions of production, intentions and effects among language users, in different social and cultural contexts. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10020 |
| institution | Revista de Investigación, Desarrollo e Innovación (RIDI) |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-100202023-11-24T21:38:22Z Reading, writing and orality at the school from the sociocultural perspective Lectura, escritura y oralidad en la escuela desde la perspectiva sociocultural Galindo-Lozano, Denys Paola Doria-Correa, Rudy reading; writing; orality; socio-cultural perspective lectura; escritura; oralidad; perspectiva sociocultural This paper provides the results of a research to describe an approach to language teaching of elementary school teachers, as well as the relationship of this approach to their classroom practices. The qualitative paradigm was assumed, based on the action-research method, where five elementary school teachers from a Colombian educational institution have participated. The results indicate a structuralist conception, from which teachers' teaching practices are guided in the daily exercise of their language classes. This is due to the fact of the detonator of transcription is perceived in writing, graphic representation of the word and memorization in orality. It is concluded that a need to transform the practice of teachers in the area of language towards new teaching scenarios that encourage in-depth analysis of texts and discourses is required, in terms of conditions of production, intentions and effects among language users, in different social and cultural contexts. En este documento se muestran los resultados de una investigación para describir el enfoque de enseñanza del lenguaje que poseen los maestros de básica primaria, así como la relación de estos enfoques con sus prácticas de aula. Se asumió el paradigma cualitativo, con base en el método de investigación-acción, donde participan cinco maestros de básica primaria, de una institución educativa colombiana. Los resultados indican una concepción estructuralista, desde la cual se orientan las prácticas de enseñanza de los maestros en el ejercicio cotidiano de sus clases de lenguaje. Esto debido a que se percibe el detonante de la transcripción en la escritura, la representación gráfica de la palabra y la memorización en la oralidad. Se concluye con la necesidad de transformar la práctica de los maestros en el área de lenguaje hacia nuevos escenarios de enseñanza, que propicien el análisis profundo de los textos y los discursos, en cuanto a: sus condiciones de producción, sus intenciones y sus efectos entre los usuarios de la lengua, en distintos contextos sociales y culturales. Universidad Pedagógica y Tecnológica de Colombia 2019-08-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10020 10.19053/20278306.v10.n1.2019.10020 Revista de Investigación, Desarrollo e Innovación; Vol. 10 No. 1 (2019): Julio-Diciembre; 163-176 Revista de Investigación, Desarrollo e Innovación; Vol. 10 Núm. 1 (2019): Julio-Diciembre; 163-176 2389-9417 2027-8306 spa https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10020/8458 https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10020/9721 Derechos de autor 2019 REVISTA DE INVESTIGACIÓN, DESARROLLO E INNOVACIÓN |
| spellingShingle | reading; writing; orality; socio-cultural perspective lectura; escritura; oralidad; perspectiva sociocultural Galindo-Lozano, Denys Paola Doria-Correa, Rudy Reading, writing and orality at the school from the sociocultural perspective |
| title | Reading, writing and orality at the school from the sociocultural perspective |
| title_alt | Lectura, escritura y oralidad en la escuela desde la perspectiva sociocultural |
| title_full | Reading, writing and orality at the school from the sociocultural perspective |
| title_fullStr | Reading, writing and orality at the school from the sociocultural perspective |
| title_full_unstemmed | Reading, writing and orality at the school from the sociocultural perspective |
| title_short | Reading, writing and orality at the school from the sociocultural perspective |
| title_sort | reading writing and orality at the school from the sociocultural perspective |
| topic | reading; writing; orality; socio-cultural perspective lectura; escritura; oralidad; perspectiva sociocultural |
| topic_facet | reading; writing; orality; socio-cultural perspective lectura; escritura; oralidad; perspectiva sociocultural |
| url | https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10020 |
| work_keys_str_mv | AT galindolozanodenyspaola readingwritingandoralityattheschoolfromthesocioculturalperspective AT doriacorrearudy readingwritingandoralityattheschoolfromthesocioculturalperspective AT galindolozanodenyspaola lecturaescriturayoralidadenlaescueladesdelaperspectivasociocultural AT doriacorrearudy lecturaescriturayoralidadenlaescueladesdelaperspectivasociocultural |
