Resistance of secondary level students to grammar of schooling in virtual environment in Catamarca
This study, the resistances to school grammar by secondary level students from the province of Catamarca in virtual environments during the pandemic are addressed. The relevance of the topic lies in providing a pedagogical perspective, as it considers these disruptive practices, which, although not...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
|
| Materias: | |
| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16478 |
| Aporte de: |
| Sumario: | This study, the resistances to school grammar by secondary level students from the province of Catamarca in virtual environments during the pandemic are addressed. The relevance of the topic lies in providing a pedagogical perspective, as it considers these disruptive practices, which, although not new, were modified and resignified when the face-to-face conditions in which grammar operates were altered, consequently revealing limitations in its structure. For these reasons, it is necessary to address the resistances of students in a different scenario, since currently teaching and learning practices are carried out alternately between in-person, virtual, and hybrid classes.
For this, we draw on the contributions of Foucault, Critical Theory, Sociology of Education, and Anthropology with the aim of discussing and reflecting on these practices from an interdisciplinary perspective, taking into account the transition of grammar to virtuality.
Finally, based on the resistances found among students to different elements of traditional grammar, we conclude the work by highlighting the need to reconfigure this structure, taking into account the changes brought about by virtuality in the space-temporal dimension; an element that alters the other components and, corollarily, the development of teaching and learning practices. |
|---|