Written language and reading in the transmission of school processes: analysis of the practices proposed
The role of the written language as a practice and object of teaching has constituted an articulating axle for research projects performed by our team for the past years; in which, we continually studied the writing activities proposed by secondary school handouts of language as well as the role of...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Centro de Investigaciones de la Facultad de Filosofía y Humanidades
2011
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/recial/article/view/7921 |
| Aporte de: |
| id |
I10-R10-article-7921 |
|---|---|
| record_format |
ojs |
| spelling |
I10-R10-article-79212018-11-14T12:27:01Z Written language and reading in the transmission of school processes: analysis of the practices proposed Escritura y lectura en los procesos de transmisión escolar: líneas de análisis convergentes en el estudio de la temática Herrera de Bett, Graciela escritura lectura lenguaje saberes prácticas textos writing reading language knowledge practices texts The role of the written language as a practice and object of teaching has constituted an articulating axle for research projects performed by our team for the past years; in which, we continually studied the writing activities proposed by secondary school handouts of language as well as the role of the written language in programs and teaching curricula of Professors of Language and Literature. The advances and re of this research have raised more questions that motivated the need to go further and broaden our field of study. In the present project, we have focused on the reading and writing practices proposed and developed in secondary school and college classrooms within the school ladder system. The aim of this analysis is to particularly comprehend the relationships between knowledge and/or theory and methodology perspectives about writing, that are present in teaching training as well as in the teaching of specific subjects. Advances and results will be herein posted, including the emerging empiric categories analyzed: activities, bibliography, programming, students’ written resources and productions, thus narrowing the gap between evidence about supposed obstacles, tensions, and appropriations related to the conditions of the learning and the teaching of the written language in the classroom within not only different but also complex contexts El lugar la escritura como práctica y objeto de enseñanza, constituye un eje articulador de proyectos de investigación desarrollados por nuestro equipo durante los últimos años, en los que se estudiaron con carácter sucesivo y relacional: las actividades de escritura propuestas por los manuales escolares de Lengua para el nivel medio y el lugar de la escritura en los planes y programas de formación de los Profesores de Lengua y Literatura; los avances y resultados de los mismos plantearon nuevos interrogantes que motivaron ampliar y/o profundizar nuestro campo de indagación. En el proyecto actual nos avocamos al estudio de las prácticas y propuestas sobre la escritura y lectura que se desarrollan en las aulas del nivel medio y terciario del sistema educativo. El análisis de estas cuestiones aspira a comprender de modo particular, las relaciones entre saberes y/o perspectivas teóricas y metodológicas sobre la escritura, que se plasman en la formación docente y aquéllas que se materializan en las clases de las asignaturas específicas.En el presente trabajo, se expondrán los avances y resultados, incorporando además las categorías emergentes del campo empírico analizado: actividades, bibliografías, programaciones, recursos y producciones escritas de los alumnos, aproximando algunas evidencias a cerca de supuestos, obstáculos, tensiones y apropiaciones relacionados con las condiciones del aprendizaje y la enseñanza de la escritura en las aulas, en contextos diversos y complejos. Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2011-10-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/recial/article/view/7921 Recial; Vol. 2 Núm. 2 (2011): Dossier: Planteos teóricos y/o metodológicos en el estudio de la lengua y el discurso 2718-658X 1853-4112 10.53971/2718.658x.v2.n2 spa https://revistas.unc.edu.ar/index.php/recial/article/view/7921/8787 https://revistas.unc.edu.ar/index.php/recial/article/view/7921/html Derechos de autor 2011 RECIAL | Revista del CIFFyH Área Letras |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-10 |
| container_title_str |
Revistas de la UNC |
| language |
Español |
| format |
Artículo revista |
| topic |
escritura lectura lenguaje saberes prácticas textos writing reading language knowledge practices texts |
| spellingShingle |
escritura lectura lenguaje saberes prácticas textos writing reading language knowledge practices texts Herrera de Bett, Graciela Written language and reading in the transmission of school processes: analysis of the practices proposed |
| topic_facet |
escritura lectura lenguaje saberes prácticas textos writing reading language knowledge practices texts |
| author |
Herrera de Bett, Graciela |
| author_facet |
Herrera de Bett, Graciela |
| author_sort |
Herrera de Bett, Graciela |
| title |
Written language and reading in the transmission of school processes: analysis of the practices proposed |
| title_short |
Written language and reading in the transmission of school processes: analysis of the practices proposed |
| title_full |
Written language and reading in the transmission of school processes: analysis of the practices proposed |
| title_fullStr |
Written language and reading in the transmission of school processes: analysis of the practices proposed |
| title_full_unstemmed |
Written language and reading in the transmission of school processes: analysis of the practices proposed |
| title_sort |
written language and reading in the transmission of school processes: analysis of the practices proposed |
| description |
The role of the written language as a practice and object of teaching has constituted an articulating axle for research projects performed by our team for the past years; in which, we continually studied the writing activities proposed by secondary school handouts of language as well as the role of the written language in programs and teaching curricula of Professors of Language and Literature. The advances and re of this research have raised more questions that motivated the need to go further and broaden our field of study. In the present project, we have focused on the reading and writing practices proposed and developed in secondary school and college classrooms within the school ladder system. The aim of this analysis is to particularly comprehend the relationships between knowledge and/or theory and methodology perspectives about writing, that are present in teaching training as well as in the teaching of specific subjects. Advances and results will be herein posted, including the emerging empiric categories analyzed: activities, bibliography, programming, students’ written resources and productions, thus narrowing the gap between evidence about supposed obstacles, tensions, and appropriations related to the conditions of the learning and the teaching of the written language in the classroom within not only different but also complex contexts |
| publisher |
Centro de Investigaciones de la Facultad de Filosofía y Humanidades |
| publishDate |
2011 |
| url |
https://revistas.unc.edu.ar/index.php/recial/article/view/7921 |
| work_keys_str_mv |
AT herreradebettgraciela writtenlanguageandreadinginthetransmissionofschoolprocessesanalysisofthepracticesproposed AT herreradebettgraciela escrituraylecturaenlosprocesosdetransmisionescolarlineasdeanalisisconvergentesenelestudiodelatematica |
| first_indexed |
2022-08-20T01:12:41Z |
| last_indexed |
2022-08-20T01:12:41Z |
| _version_ |
1770717910375858176 |