Representaciones sobre la escritura en el discurso docente en el contexto de la escuela secundaria. Una indagación de las creencias sobre las prácticas y su orientación deóntica
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Date
2020-10-30
Authors
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Journal ISSN
Volume Title
Publisher
Saga. Revista De Letras
Abstract
Description
Este artículo tiene como
objetivo explorar las representaciones
o configuraciones semiotizadas de
conocimientos (Charaudeau, 2012,
2009, 1983; Bronckart, 2004, 2007)
sostenidas por el discurso docente en
torno de la escritura en la escuela
secundaria. Se realizó un análisis
cualitativo y cuantitativo de las
declaraciones de 25 profesores de la
ciudad de Rosario como respuesta a
una encuesta con dos preguntas
abiertas y una cerrada de opción
múltiple. Se parte de la asunción de
que en estas declaraciones y
respuestas se movilizan
representaciones que dan cuenta del
plano imaginario (Bruner, 2009, 2004)
en relación con la escritura en los
contextos formativos, tanto respecto
de las propias prácticas docentes
como respecto de su orientación
deóntica.
La principal tendencia identificada en
el corpus reside en la representación
de la escritura como dominio
inespecífico y asociado con la
funcionalidad escolar. Se considera
que los resultados de este tipo de
indagación permiten obtener
indicadores válidos capaces de
orientar eventuales intervenciones
didácticas
This article aims to explore the representations or semiotic configurations of knowledge (Charaudeau, 2012, 2009, 1983; Bronckart, 2004, 2006) sustained by the educational discourse around writing in secondary school. A qualitative and quantitative analysis was made based on the statements of 25 teachers from Rosario, as a response to a survey including two questions with open answers and one closed multiple-choice question. We proceed under the assumption that these statements and answers mobilize representations that evidence an imaginary level (Bruner, 1990) related to writing in formative contexts, not only in the educational practices but also in its deontic orientation. The main identified trend in the corpus lies on the representation of writing as a non-specific domain and associated with the school functionality. It is considered that the results of this type of inquiry allow obtaining valid indicators capable of guiding eventual didactic interventions.
This article aims to explore the representations or semiotic configurations of knowledge (Charaudeau, 2012, 2009, 1983; Bronckart, 2004, 2006) sustained by the educational discourse around writing in secondary school. A qualitative and quantitative analysis was made based on the statements of 25 teachers from Rosario, as a response to a survey including two questions with open answers and one closed multiple-choice question. We proceed under the assumption that these statements and answers mobilize representations that evidence an imaginary level (Bruner, 1990) related to writing in formative contexts, not only in the educational practices but also in its deontic orientation. The main identified trend in the corpus lies on the representation of writing as a non-specific domain and associated with the school functionality. It is considered that the results of this type of inquiry allow obtaining valid indicators capable of guiding eventual didactic interventions.
Keywords
Representaciones, Escritura, Docentes, Escuela secundaria