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vol.41 número67Cognición, metacognición y escrituraUna tipología del discurso de discriminación percibida en mapuches de Chile índice de autoresíndice de materiabúsqueda de artículos
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Revista signos

versión On-line ISSN 0718-0934

Resumen

MENESES, Alejandra. Literacy events in a Chilean school: Discursive representations of different scholar agents in the main areas of the scholar curriculum in the NB3 level. Rev. signos [online]. 2008, vol.41, n.67, pp.257-278. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342008000200010.

This paper describes and interprets -through the construction of linguistic and discursive categories- the discursive representations about literacy events of the different scholar agents in the main areas of the scholar curriculum in the NB3 level. The corpus, built from real discourses (plannings, lessons, textsbooks and evaluations) and interviews, was obtained through an interpretative ethnographic approach to the educational reality. The discourse analysis is based on three inputs of the dialogical model (Peytard and Moirand, 1992; Moirand 2006). This allows the building of the discursive representations using non-topic units that articulate the discourse analysis built heterogeneously from the points of view of the discursive genres. It is concluded that inside the school culture two representations live together: a) literacy events to manage and produce information, characteristic of a vision of education as the development of competencies; b) the representation of literacy events from the traditional school: reading literature as an illustrate patrimony and writing as a conservation of language: orthography, vocabulary and calligraphy. At the same time, it is observed that in the lessons, literacy events are used, mainly, as a mechanism to reproduce information: copying and accessing information (inter-textual dialogism). These representations inside the school system are interpreted to be part of the retroactive effects on the educational processes of the standard tests being currently applied in the Chilean schools to measure quality of education (interaction dialogism).

Palabras clave : Discursive representations; interdiscursivity; dialogism; literacies events; scholar agents.

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