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{"title":"Figuras de lo invisible","authors":"Mario Montoya Castillo","doi":"10.14483/22486798.16396","DOIUrl":"https://doi.org/10.14483/22486798.16396","url":null,"abstract":"","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47889271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogía de la lectura en educación popular: el caso de los preicfes populares en Bogotá","authors":"Jazmín Amparo Márquez Ortiz","doi":"10.14483/22486798.16014","DOIUrl":"https://doi.org/10.14483/22486798.16014","url":null,"abstract":"espanolEste articulo se deriva de una investigacion desarrollada en el marco de la Maestria en Pedagogia de la Lengua Materna, de la Universidad Distrital Francisco Jose de Caldas. En el se analizan las practicas lectoras adelantadas por dos pre-ICFES de educacion popular, cuyo trabajo se orienta a la democratizacion del acceso a la educacion superior en Bogota. El marco de estudio se ubica en el enfoque sociocritico y discursivo de la lectura. Por medio del diseno de estudio de caso colectivo y el uso estrategias como el analisis de documentos, la entrevista a profundidad y la observacion narrativa, se interpretan las practicas lectoras en los dos casos y se identifican: a) fundamentos teoricos y pedagogicos de la lectura en la educacion popular; b) la perspectiva didactica de la lectura en las practicas, y c) las relaciones existentes entre las practicas lectoras y las necesidades de las comunidades. De esta manera, los resultados de la investigacion evidenciaron que las practicas lectoras inciden significativamente en la trayectoria pedagogica y social de los pre-ICFES de educacion popular. Asimismo, se determino que dicha incidencia se instala en dos planos –instrumental y esencial–, los cuales expresan la tension entre lo institucional/hegemonico y lo popular/contrahegemonico. EnglishThis document is the product of an investigation developed in the frame of the postgraduate program of Master in Mother Tongue Pedagogy at the Universidad Distrital Francisco Jose de Caldas. Here, reading practices developed in two “pre-ICFES” popular education initiatives, in which the work was orientated to the democratization of the access to advanced education in Bogota were analyzed. The study frame was located in the social, critics and discursive perspective of the reading. Using the case study design and strategies like the documents analysis, deep interviews and narrative observation, reading practices were interpretedin the two popular education initiatives with the aim of describe: i) theoretical basics and pedagogy in the reading in the popular education; ii) reading didactic perspective in the practice; and iii) possible relations between reading practices and communities requirements. In such a way, results evidenced that reading practices significantly affect pedagogy and social actions course in the “pre-ICFES” popular education. Moreover, it was determined that the incidence is settle in two planes -instrumental and essentialthatexpress the tension between institutional/hegemonic and popular/counter-hegemonic practices.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"91-102"},"PeriodicalIF":0.1,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41812794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cómo ayudar a nuestros hijos a alcanzar sus metas. En la escuela, en su vida, para el mundo","authors":"María Elvira Rodríguez Luna","doi":"10.14483/22486798.16372","DOIUrl":"https://doi.org/10.14483/22486798.16372","url":null,"abstract":"","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"136-140"},"PeriodicalIF":0.1,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43720987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El lenguaje de los medios de comunicación en los premios ‘Miguel Delibes’","authors":"María Monjas Eleta","doi":"10.14483/22486798.15984","DOIUrl":"https://doi.org/10.14483/22486798.15984","url":null,"abstract":"espanolEste articulo plantea una aproximacion a la forma en que los medios de comunicacion, concretamente la prensa, abordan su propio tratamiento de la lengua, como se afrontan las novedades o desviaciones de la norma, si se utilizan los medios como plataforma de educacion linguistica o si se favorece el reconocimiento de la riqueza del espanol. Para ello se ha seleccionado como corpus de analisis 25 textos de 22 autores galardonados de la categoria de prensa, tanto en papel como digital, con el Premio Nacional de Periodismo Miguel Delibes de la Asociacion de la Prensa de Valladolid desde su creacion en 1996. El analisis de contenidopermite obtener datos cuantitativos: el perfil de los autores es mayoritariamente el de periodista; el diario mas galardonado es el periodico espanol de mayor difusion, El Pais, aunque destaca la presencia de periodicos de Castilla y Leon, region donde se convoca el premio. La investigacion revela que los temas mas habituales son los aspectos de correccion linguistica y reflexiones sobre la evolucion del idioma. Las conclusiones, en el plano cualitativo, identifican como uno de los elementos centrales de los articulos la tension, siempre existente en la lengua, entre la norma y las desviaciones o novedades. Esta tension se presenta con triple vision: la pesimista, de quienes piensan que se deteriora el idioma; la optimista, de los que defienden la fortaleza de la lengua, y la realista, en la que opta por una posicion practica, utilizar la prensa como plataforma de educacion linguistica. EnglishThis article presents an approximation to the way the media address the issue of their own language treatment, how they face the news or deviations from the norm, if the media are used as a language education platform or if they promote recognition of the cultural wealth of Spanish language. For it, has been selected as analysis corpus, 25 texts written by 22 authors awarded in press category, both paper and digital, with the National Journalism Miguel Delibes Prize by the Valladolid Press Association, since its creation 1996. Content analysis allows to obtain quantitative data: the profile of the authors is mostly journalist; most awarded journal is El Pais, that has the greatest press circulation in Spain, although highlights the presence of journals from Castilla y Leon, the region where the prize is organized. The investigation reveals that the most common themes are the linguistic correction and the reflection about language evolution. Conclusions, in qualitative terms, identify as a central element the tension, always existing, between the norm and the deviation or innovations. This tension is presented in a triple view: the pessimistic from those who think that the language deteriorates; the optimistic from those who defend language strength and the realistic, that opts for a practical position, use the press as a language education platform.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"119-135"},"PeriodicalIF":0.1,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42751182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogía y didáctica de la literatura: tramas de la subjetividad e imaginación","authors":"Pedro Baquero Másmela","doi":"10.14483/22486798.16299","DOIUrl":"https://doi.org/10.14483/22486798.16299","url":null,"abstract":"Antes de presentar algunas ideas problematicas sobre lo que pudieramos llamar, de una parte, pedagogia de la literatura y, de otra, didactica de la misma materia, quiza sea pertinente establecer ciertos limites del razonamiento que respecto de estos dos conceptos pretendemos plantear aqui. Para el efecto, quiero situar tres tesis basicas a partir de las cuales intentare poner en cuestion los usos que en nuestro medio se hacen de los terminos y discutir, luego, sus implicaciones no solo en las practicas de ensenanza y aprendizaje de la literatura o cualquier otro saber, sino en lo que es mas profundo: en las relaciones de estas con las tramas de la subjetividad y con la consecuente constitucion de determinados tipos de conciencia e identidades, en cuyo trasfondo se muestran los dispositivos del poder y la gubernamentalidad que cada epoca instaura.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"141-153"},"PeriodicalIF":0.1,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48772209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluar la competencia discursiva en la clase de español como lengua extranjera","authors":"Encarnación Atienza Cerezo","doi":"10.14483/22486798.15397","DOIUrl":"https://doi.org/10.14483/22486798.15397","url":null,"abstract":"espanolEn este articulo se describe un modelo didactico a partir de una problematica triple (vision reduccionista de la evaluacion, confusion terminologica y complejidad de evaluar una habilidad) para presentar a continuacion una sucinta revision del estado del arte en torno a la evaluacion, entendida como un proceso de comunicacion. Metodologicamente, se plantea, desde la teoria fundamentada, una investigacion en profundidad con un paradigma interpretativo y un marco metodologico cualitativo, a traves de la aplicacion de diferentes grados de codificacion, desde una perspectiva emica. Para ello, se llevaron a cabo seis entrevistas en profundidad a docentes con experiencia y formacion en la ensenanza del espanol como lengua extranjera, en relacion con su concepcion de la evaluacion como acto comunicativo, junto con el analisis de los instrumentos de evaluacion usados por tales docentes. La sistematizacion de las entrevistas, junto con el analisis de los instrumentos de evaluacion, permitio conformar las lineas basicas del modelo didactico. Mediante la codificacion axial, se establecieron categorias interrelacionadas en forma de triadas, que tienen que ver con multiples aspectos: ensenanza/aprendizaje/evaluacion; riterios/contenidos/objetivos; proceso/producto; y la relacion entre agentes de la evaluacion, las propiedades de la evaluacion y sus marcos de referencia. Por ultimo, la codificacion selectiva conforma el modelo propuesto de evaluacion de la competencia discursiva, para lo cual toma como referencia lo establecido por la pedagogia francesa para la evaluacion del frances como lengua materna. EnglishThis article describes a didactic model based on a threefold problem (the reductionist approach to evaluation, the terminological confusion and the complexity of skills assessment) to subsequently present a brief review of the state-of-the-art evaluation process, specifically understood as a communication process. From a methodological point of view, and taking into account the grounded theory, an in-depth investigation is suggested with an interpretative paradigm and a qualitative methodological framework, implementing different coding degrees from an emic perspective. To that end, six extensive interviews were conducted with experienced and certified teachers of Spanish as a foreign language, regarding their understanding of evaluation as a communicative act, along with an analysis of the evaluation tools they used. The systematisation of interviews, together with the assessment tools analysis, enabled the design of the basic lines of the didactic model. Axial coding allowed for the establishment of interrelated categories in the form of triads, which are related with multiple aspects: teaching–learning–evaluation, the criteria–content–objectives and the process–product relationships, the association between the assessment agents, the characteristics of the evaluation and its reference frameworks. Finally, selective coding shapes the evaluation","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"76-90"},"PeriodicalIF":0.1,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42879751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cita directa e indirecta en la construcción narrativa de estudiantes escolares mexicanos","authors":"Luisa Josefina Alarcón Neve","doi":"10.14483/22486798.15553","DOIUrl":"https://doi.org/10.14483/22486798.15553","url":null,"abstract":"espanolEste articulo presenta un estudio descriptivo-comparativo de los usos de citas directas e indirectas en la narracion de estudiantes de distintos niveles escolares. El objetivo era encontrar tendencias en el manejo del discurso reproducido, vinculadas con distintos momentos de desarrollo. El corpus de estudio se compone de muestras narrativas orales de 80 escolares (20 participantes por grado: 1o, 3o, 6o y 9o) de distintas escuelas publicas urbanas del centro de Mexico, obtenidas a traves de recontar un cuento previamente escuchado y de narrar historias presentadas en ilustraciones. Se llevo a cabo un analisis cuantitativo de las citas directase indirectas en las producciones de cada narrador. Posteriormente, se compararon las frecuencias por grado escolar. Dicha comparacion se sometio a estadistica con R. Los resultados muestran que los mas pequenos tienden a reproducir directamente los dialogos del cuento original escuchado e incluyen pocas citas en sus cuentos mas autonomos. Los mayores, en cambio, tienden a citar indirectamente en el recuento, generando textos mas narrativos, pero en sus cuentos autonomos predomina la cita directa. EnglishA descriptive-comparative study about the uses of direct and indirect quotations in the narrative of students of different school grades is presented in the article. The objective was to find tendencies in the use of the reported speech linked to different moments of development. The study corpus is formed by oral stories from 80 schoolchildren (20 participants per grade, 1st, 3rd, 6th and 9th) from different public, urban schools in the center of Mexico. They were obtained by retelling a previously told story, and by telling stories shown in illustrations. A quantitative analysis of the direct and indirect quotations in the production of each narrator was carried out. Afterwards, the frequencies were compared among school grades. This comparison had statistical assessment using R. Results show that the younger ones tend to report directly the dialogues of the original listened story, and they include few quotes in their more autonomous stories. The older ones, on the contrary, are prone to quote indirectly in the report, generating more narrative texts, but in their autonomous stories the direct quotation predominates.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"29-47"},"PeriodicalIF":0.1,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49061329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Escribir e investigar en la universidad: saldos de una alianza olvidada","authors":"Carlos Eduardo Valenzuela Echeverri","doi":"10.14483/22486798.15567","DOIUrl":"https://doi.org/10.14483/22486798.15567","url":null,"abstract":"espanolEl articulo expone los resultados de un proyecto de investigacion llevado a cabo en la Universidad Pedagogica Nacional (UPN), en Bogota, Colombia. Dicho estudio se hizo con el objetivo de analizar la relacion escritura/formacion investigativa de los estudiantes de algunas licenciaturas de la Facultad de Educacion de la UPN. La investigacion fue de corte hermeneutico y se sirvio de una metodologia etnografica para recabar informacion general entre estudiantes y profesores. Esta informacion luego fue sometida a un analisis de contenido del que derivaron reflexiones asociadas a la incidencia de los idearios de investigacion entrelos estudiantes de licenciatura en sus procesos de escritura. Los resultados obtenidos reflejan dos tendencias que se describen a traves de dos gruesas categorias: escritura taquigrafa y escritura sofista. La primera habla de un efecto de escritura vinculado a un ideario realista de investigacion, cuyo saldo en el papel es la reproduccion, mientras que la segunda materializa un tipo de escritura asociado a una perspectiva relativista de investigacion, cuyo saldo en el papel es la ausencia de referente. EnglishThis article presents the results of a research project conducted at the National Pedagogical University (UPN), in Bogota, Colombia. The said study aimed at analysing the writing–research training relationship of some bachelor degree students attending the UPN’s School of Education. This entailed a hermeneutic research that implemented an ethnographic methodology to collect general information from students and lecturers. Such information was then subjected to a content analysis process that gave rise to reflections associated with the impact of research principles among the undergraduate students in their writing processes. Theresults obtained show two trends that are described through two complex categories, namely, stenography and sophistic writing. The first deals with an effect of writing related to a realistic research vision, whose result in the paper is reproduction, whereas the latter materialises a type of writing associated with a relativist perspective of research, resulting in the lack of reference.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"48-61"},"PeriodicalIF":0.1,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48451071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literatura, violencia política y educación","authors":"A. L. López López","doi":"10.14483/22486798.15629","DOIUrl":"https://doi.org/10.14483/22486798.15629","url":null,"abstract":"espanolEste articulo se propone presentar las investigaciones que han contemplado la relacion entre literatura y violencia politica, y entre literatura, violencia politica y educacion. Metodologicamente, parte de la busqueda de trabajos en bibliotecas, bases de datos y repositorios universitarios, continua con su lectura y fichaje, y finaliza con su categorizacion. Como resultado del proceso, en la primera parte se presentan los rasgos generales de los trabajos que abordan la relacion entre literatura y violencia politica, a traves de una serie de agrupamientos segun atiendan a la construccion de corpus, la participacion de la literatura en la configuracion de la memoria, la representacion literaria de la violencia o los recursos esteticos y narrativos mediante los cuales se logra tal representacion. En la segunda parte se muestra como se relacionan con la educacion o se trabajan en el aula las obras literarias que dialogan con fenomenos concernientes a la violencia politica. El articulo ofrece una perspectiva principalmente latinoamericana, derivada de una revision en lenguas inglesa, francesa, portuguesa y espanola. EnglishThis article intends to present the researches that has contemplated the relationship between literature and political violence, and literature, political violence and education. Methodologically, it begins with the work’s search in libraries, databases and university repositories, continues with its reading and signing and ends with its categorization. As a result of the process, in the first part are presented the general features of the works that address the relationship between literature and political violence which are presented through a series of groupings according to the corpus construction, the literature participation in memory arrangement, literary violence representation or aesthetic and narrative resources through which representation is achieved. The second part shows how literary works that dialogue with political violence are related to education or work in the classroom. The article offers a mainly Latin American perspective, derived from a revision in English, French, Portuguese and Spanish languages.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"103-118"},"PeriodicalIF":0.1,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49192963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metáfora y producción de sentido en el conocimiento profesional del profesor","authors":"Lila Adriana Castañeda Mosquera","doi":"10.14483/22486798.15438","DOIUrl":"https://doi.org/10.14483/22486798.15438","url":null,"abstract":"espanolSe reflexiona acerca de como el discurso del profesor interpela a los estudiantes para devenir nuevos sujetos. Dicho discurso se constituye a traves de metaforas que integran el conocimiento profesional de los docentes. Se ubican los desarrollos del programa de investigacion acerca del conocimiento profesional docente, campo que ha adquirido particular relevancia en los ultimos veinte anos, particularmente desde las didacticas especificas. Se acopian algunas apuestas teoricas desde una perspectiva analitica discursiva acerca de las metaforas como constituyentes del pensamiento y de la produccion del sentido como la conjuncion entre significado y valor. Finalmente, se presentan resultados de investigaciones sobre el discurso docente, analizado desde una metodologia cualitativa-interpretativa, haciendo evidente como se producen nuevos sentidos para los sujetos que participan de la accion educativa, y como los docentes, ejerciendo su papel de trabajadores de la cultura e intelectuales transformativos, construyen las nociones que ensenan a traves del pensamiento metaforico, que se muestra como una potencial riqueza de los profesores, ya que construye sentidos desde lo ludico, lo sensible y lo imaginario. EnglishThere is a reflection of the way in which the teacher’s discourse challenges students to become new subjects. The discourse is constituted through metaphors, which integrate the professional knowledge of the teacher. The research program further develops on the professional teaching knowledge, a field that has acquired particular relevance in the last twenty years especially from specific didactics. Different theoretical perspectives are gathered from a discursive analytical perspective regarding metaphors as constituents of thought, and the production of meaning as the conjunction between meaning and value. Finally, the results of the research on the teaching discourse are presented, which is analyzed from a qualitative-interpretive methodology. It makes evident how new meanings are produced for the subjects who participate in the educational action. It also gives an account of the way the educators, exercising their role as cultural workers and transformative intellectuals, build the notions they teach through metaphorical thinking, which is shown as a potential enrichment of the teachers, since it builds a sense of the ludic, the sensible, and the imaginary.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"25 1","pages":"14-28"},"PeriodicalIF":0.1,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42740992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}