Los géneros textuales y las consignas como herramientas mediadoras de la lectura y escritura en la escuela secundaria
Based on the presuppositions of Socio-discursive Interactionism (Bronckart, 2004, 2007; Riestra, 2020, 2010; Schneuwly, 2003), this paper explores the role of textual genres in formative mediations related to reading and writing in secondary school. It focuses on instructional prompts, conceived as...
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| Formato: | Online |
| Lenguaje: | spa |
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Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/7171 |
| Sumario: | Based on the presuppositions of Socio-discursive Interactionism (Bronckart, 2004, 2007; Riestra, 2020, 2010; Schneuwly, 2003), this paper explores the role of textual genres in formative mediations related to reading and writing in secondary school. It focuses on instructional prompts, conceived as didactic-discursive scaffoldings (Condito, 2019; Dambrosio, 2019; Riestra, 2008), formulated by teachers in subjects that do not have language or genres as their object of instruction.
The general objective is to explore teachers' trends and representations regarding the genre-discursive materialities used in reading and writing practices. The specific objective is to problematize the mediating value of genres in prompts and to investigate whether any metalinguistic work is proposed therein.
Methodologically, for this exploratory phase, a qualitative-discursive and quantitative-descriptive analysis was conducted on two data sets: one consisting of 131 responses from teachers and the other consisting of 68 prompts. In both cases, the data was collected through a survey with open-ended questions distributed randomly to a heterogeneous population of 40 teachers from different secondary schools in the city of Rosario (Santa Fe).
The initial results show that generic mediation as part of school reading and writing activities is not guaranteed or necessarily widespread. Additionally, it is concluded that the value of genres as an organizing instance capable of objectifying practices is related to and dependent on the scaffolding within which they are embedded.
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