Las concepciones de los padres sobre el proceso alfabetizador
This article aims to analyze the interviews of the parents of the Initial level as part of the Master's thesis in reading and writing of the Faculty of Education (FED) of the National University of Cuyo (UNCuyo) "The Conceptions of Initial Level parents in the Literacy Process" (Gonzá...
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| Formato: | Online |
| Lenguaje: | spa |
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Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/5179 |
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Anales de Lingüística |
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Anales de Lingüística |
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Gonzáles, Elisabeth María |
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Gonzáles, Elisabeth María Las concepciones de los padres sobre el proceso alfabetizador Concepciones implícitas Psicología educacional Alfabetización temprana Alfabetización familiar Implicit conceptions Educational psychology Early literacy Family literacy |
| author_facet |
Gonzáles, Elisabeth María |
| author_sort |
Gonzáles, Elisabeth María |
| title |
Las concepciones de los padres sobre el proceso alfabetizador |
| title_short |
Las concepciones de los padres sobre el proceso alfabetizador |
| title_full |
Las concepciones de los padres sobre el proceso alfabetizador |
| title_fullStr |
Las concepciones de los padres sobre el proceso alfabetizador |
| title_full_unstemmed |
Las concepciones de los padres sobre el proceso alfabetizador |
| title_sort |
parental conceptions on family literacy |
| description |
This article aims to analyze the interviews of the parents of the Initial level as part of the Master's thesis in reading and writing of the Faculty of Education (FED) of the National University of Cuyo (UNCuyo) "The Conceptions of Initial Level parents in the Literacy Process" (González 2019). This study has as reference the psychoeducational researches developed in Spain and Argentina about the implicit conceptions (Pozo, Schauer, Perez Echevería, Mateos, Martín & Cruz 2006) and deepens the study of social representations focused on the learning and teaching of written language. A problem that underlies all the research is the question of social inequality and its multiple links to schooling and teaching work. In this sense, and due to its relation with massive school failure, it has become one of the biggest concerns in the field of educational research in recent decades (Lus 2006). The family is the first educational nucleus because in its environment mediate a learning that is intimately linked to contextual, procedural and pragmatic aspects that favor the development of its members by referring to a natural group of people united by emotional and kinship ties who are together for a long time (Delucía 2014). The methodology of this work was descriptive and comparative and inquired about early literacy at home to mediate the importance of the role of the family in these first approaches that the child has with the written language. A series of workshops for parents, grandparents and caregivers were implemented, from 2014 to 2018, in institutions of the department of Guaymallén in the city of Mendoza. One of the results that stand out from this research is that it is demonstrated that one of the great challenges of working with the implicit concepts is to get to elaborate spaces to be able to visualize this framework of beliefs and discover the dynamics and processes of representational change. The analysis of the interviews, which are one of the instruments used in the research work, highlights the importance of the interactions that take place in the school environment between teachers and parents, in order to be able to make explicit, discuss, negotiate and even modify these representations which, due to their procedural and implicit nature, are difficult to recognize. |
| publisher |
Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo |
| publishDate |
2021 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/5179 |
| topic |
Concepciones implícitas Psicología educacional Alfabetización temprana Alfabetización familiar Implicit conceptions Educational psychology Early literacy Family literacy |
| topic_facet |
Concepciones implícitas Psicología educacional Alfabetización temprana Alfabetización familiar Implicit conceptions Educational psychology Early literacy Family literacy |
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AT gonzaleselisabethmaria parentalconceptionsonfamilyliteracy AT gonzaleselisabethmaria lasconcepcionesdelospadressobreelprocesoalfabetizador |
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1800220650592272384 |
| spelling |
I11-R94article-51792022-02-23T12:50:06Z Parental conceptions on family literacy Las concepciones de los padres sobre el proceso alfabetizador Gonzáles, Elisabeth María Concepciones implícitas Psicología educacional Alfabetización temprana Alfabetización familiar Implicit conceptions Educational psychology Early literacy Family literacy This article aims to analyze the interviews of the parents of the Initial level as part of the Master's thesis in reading and writing of the Faculty of Education (FED) of the National University of Cuyo (UNCuyo) "The Conceptions of Initial Level parents in the Literacy Process" (González 2019). This study has as reference the psychoeducational researches developed in Spain and Argentina about the implicit conceptions (Pozo, Schauer, Perez Echevería, Mateos, Martín & Cruz 2006) and deepens the study of social representations focused on the learning and teaching of written language. A problem that underlies all the research is the question of social inequality and its multiple links to schooling and teaching work. In this sense, and due to its relation with massive school failure, it has become one of the biggest concerns in the field of educational research in recent decades (Lus 2006). The family is the first educational nucleus because in its environment mediate a learning that is intimately linked to contextual, procedural and pragmatic aspects that favor the development of its members by referring to a natural group of people united by emotional and kinship ties who are together for a long time (Delucía 2014). The methodology of this work was descriptive and comparative and inquired about early literacy at home to mediate the importance of the role of the family in these first approaches that the child has with the written language. A series of workshops for parents, grandparents and caregivers were implemented, from 2014 to 2018, in institutions of the department of Guaymallén in the city of Mendoza. One of the results that stand out from this research is that it is demonstrated that one of the great challenges of working with the implicit concepts is to get to elaborate spaces to be able to visualize this framework of beliefs and discover the dynamics and processes of representational change. The analysis of the interviews, which are one of the instruments used in the research work, highlights the importance of the interactions that take place in the school environment between teachers and parents, in order to be able to make explicit, discuss, negotiate and even modify these representations which, due to their procedural and implicit nature, are difficult to recognize. Este artículo se propone analizar las entrevistas de los padres de Nivel Inicial en el marco de la tesis de Maestría en lectura y escritura de la Facultad de Educación (FED) de la Universidad Nacional de Cuyo (UNCuyo) “Las concepciones de los padres de Nivel Inicial en el proceso alfabetizador” (González 2019)2. Este estudio tiene como referencia investigaciones psicoeducativas realizadas en España y en Argentina sobre las concepciones implícitas (vid. Pozo, Schauer, Perez Echevería, Mateos, Martín & Cruz 2006) y profundiza el estudio de las representaciones sociales focalizadas en el aprendizaje y la enseñanza del lenguaje escrito. Una problemática que subyace a toda la investigación es la cuestión de la desigualdad social y sus múltiples vínculos con la escolarización y el trabajo docente. En este sentido, y por su relación con el fracaso escolar masivo, se ha constituido en una de las mayores preocupaciones del campo de la investigación educativa en las últimas décadas (Lus 2006). La familia es el primer núcleo educativo porque en su ambiente media un aprendizaje íntimamente unido a aspectos contextuales, procedimentales y pragmáticos que favorece el desarrollo de sus miembros al hacer referencia a un grupo natural de personas unidas por lazos emocionales y de parentesco que están juntas un tiempo prolongado (Delucía 2014). La metodología de este trabajo es descriptiva y comparativa e indaga sobre la alfabetización temprana en el hogar para mediar la importancia del papel de la familia en estos primeros acercamientos que el niño tiene con la lengua escrita. Se implementó una serie de talleres para padres, abuelos y cuidadores desde el año 2014 al 2018 en instituciones del departamento de Guaymallén de la ciudad de Mendoza. Uno de los resultados destacados de esta investigación es que se demuestra que uno de los grandes desafíos del trabajo con las concepciones implícitas es llegar a elaborar espacios para poder visualizar estos marcos de creencias y descubrir la dinámica y los procesos de cambio representacional. El análisis de las entrevistas, que son uno de los instrumentos utilizados en el trabajo de investigación, pone en evidencia la importancia de las interacciones que se dan en el ámbito escolar entre los docentes y los padres para poder explicitar, discutir, negociar y hasta modificar estas representaciones que, debido a su carácter procedimental e implícito, son difíciles de reconocer. Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo 2021-09-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/5179 Anales de Lingüística; Núm. 6 (2021): Dossier: Adquisición del lenguaje; pp. 217-240 2684-0669 0325-3597 spa https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/5179/3916 Derechos de autor 2021 Anales de Lingüística https://creativecommons.org/licenses/by/2.5/ar/ |
