Nociones sobre la lectura y la escritura de estudiantes de institutos de formación docente de nivel superior profesorados de educación primaria y profesorados para nivel medio en enseñanza de la lengua y la literatura
Fecha
2020-12-27
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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El presente artículo da cuenta de los avances en torno a una investigación cualitativa en proceso de desarrollo a cargo de un equipo integrado por docentes y alumnos avanzados de la Maestría en Enseñanza de la Lengua y la Literatura (FHyA/UNR). Dentro del marco general de la epistemología genética, la teoría de los sistemas complejos (García, 2002) y el Interaccionismo discursivo (Bronckart, 2015), se parte de la hipótesis de que tanto el conocimiento teórico como la experiencia vivencial de la escritura y de la lectura atraviesa a los futuros docentes e incide en sus futuras prácticas áulicas. El estudio aspira a interpretar la articulación entre saberes y prácticas en torno a la lectura y la escritura en estudiantes de Profesorados de Institutos de Formación Docente. A este fin, se realizaron entrevistas en profundidad con estudiantes de dichos institutos para sondear sus supuestos y sus saberes acerca de ambas prácticas, nociones construidas a través de su biografía vivencial y académica. En este artículo nos referimos a los resultados provisorios obtenidos en los sondeos realizados con estudiantes de primero, tercero y cuarto año de los profesorados de Educación Primaria y de Educación Secundaria en Lengua y la Literatura en tres provincias argentinas: Entre Ríos, Santa Fe y Córdoba
This article demonstrates the progress of an investigation currently in development by advanced teachers and students at the Master’s Degree in Teaching of Language and Literature at FHyA/UNR. Within the general framework of Genetic Epistemology, the Theory of Complex Systems (Garcia, 2002) and the Discursive Interactionism (Bronckart, 2015) the main hypothesis stablishes that both theoretical knowledge and experimental experience of writing and reading across future teachers and their future practices. The study aims to understand the articulation between knowledge and practice around reading and writing in students at Teachers Training Institutes. To this end, profound interviews were made with students of these institutes to prove their assumptions and knowledge about both practices, notions that were built from their own experience and academic biography. In this article we referto the temporary results obtained in the surveys that were carried out with students at Teachers Institutes of First, Third and Fourth Year of Primary and Secondary Education, in the area of Language and Literature, from three Argentinian provinces: EntreRios, Santa Fe and Cordoba
This article demonstrates the progress of an investigation currently in development by advanced teachers and students at the Master’s Degree in Teaching of Language and Literature at FHyA/UNR. Within the general framework of Genetic Epistemology, the Theory of Complex Systems (Garcia, 2002) and the Discursive Interactionism (Bronckart, 2015) the main hypothesis stablishes that both theoretical knowledge and experimental experience of writing and reading across future teachers and their future practices. The study aims to understand the articulation between knowledge and practice around reading and writing in students at Teachers Training Institutes. To this end, profound interviews were made with students of these institutes to prove their assumptions and knowledge about both practices, notions that were built from their own experience and academic biography. In this article we referto the temporary results obtained in the surveys that were carried out with students at Teachers Institutes of First, Third and Fourth Year of Primary and Secondary Education, in the area of Language and Literature, from three Argentinian provinces: EntreRios, Santa Fe and Cordoba
Palabras clave
Estudiantes de profesorado, Lectura, Escritura, Práctica docente, Formación docente, Trainee teachers, Reading