DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING

Detalhes bibliográficos
Autor(a) principal: Naranjo, Ivonne Eulalia Ponce
Data de Publicação: 2021
Tipo de documento: preprint
Idioma: spa
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3381
Resumo: This study proposes the configuration and influence of the teaching discourse for the materialization of reading practices in the classroom. It is based on the problems and alternatives of the solution associated with the development of reading skills. It was identified and written by language teachers in public schools and high schools in Ecuador as part of their dissertation proposal to obtain a master's degree. The study's objective was to analyze the discursive teaching construction around the teaching of reading. The problematization and the proposals made by the teachers were studied from a qualitative documentary approach, with theoretical-analytical support. In this way, guidelines for educational intervention were found, which show the need for a teaching practice that can provoke educational acts rather than programmatic actions.
id SCI-1_aec31417d72f42337ab56f16a556ce55
oai_identifier_str oai:ops.preprints.scielo.org:preprint/3381
network_acronym_str SCI-1
network_name_str SciELO Preprints
repository_id_str
spelling DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READINGDISCURSO Y PRÁCTICA DOCENTE: INTERVENCIONES EN LA ENSEÑANZA DE LA LECTURAFALA E PRÁTICA DE ENSINO: INTERVENÇÕES NO ENSINO DA LEITURAEnsino da leiturafalaprofessoresprática pedagógicaintervençãoTaching of readingdiscourseteachersteaching practiceinterventionEnseñanza de la lecturadiscursodocentespráctica docenteintervenciónThis study proposes the configuration and influence of the teaching discourse for the materialization of reading practices in the classroom. It is based on the problems and alternatives of the solution associated with the development of reading skills. It was identified and written by language teachers in public schools and high schools in Ecuador as part of their dissertation proposal to obtain a master's degree. The study's objective was to analyze the discursive teaching construction around the teaching of reading. The problematization and the proposals made by the teachers were studied from a qualitative documentary approach, with theoretical-analytical support. In this way, guidelines for educational intervention were found, which show the need for a teaching practice that can provoke educational acts rather than programmatic actions.El presente estudio plantea la configuración e influencia del discurso docente para la materialización de prácticas lectoras en el aula. Tomando como punto de partida los problemas y alternativas de acción, asociados al desarrollo de habilidades de lectura, identificados por profesores de lengua y literatura para escuelas y colegios públicos de Ecuador -como parte de sus proyectos de investigación para obtener un máster- se buscó analizar la construcción discursiva docente en torno a la enseñanza de la lectura. La problematización y las propuestas elaboradas por los docentes se estudiaron desde un enfoque cualitativo documental, con sustento teórico-analítico. De esta manera, se hallaron orientaciones a la intervención educativa, que muestran la necesidad de una práctica docente que pueda provocar actos educativos, más que acciones programáticas.O presente estudo propõe a configuração e influência do discurso docente para a materialização das práticas de leitura em sala de aula. Partindo dos problemas e alternativas de ação, associados ao desenvolvimento da leitura, identificados por professores de línguas e literatura de escolas e faculdades públicas do Equador -como parte de seus projetos de pesquisa para a obtenção do título de mestre- buscou-se analisar a construção discursiva do ensino em torno do ensino da leitura. A problematização e as propostas dos professores foram estudadas a partir de uma abordagem documental qualitativa, com suporte teórico-analítico. Desse modo, foram encontradas diretrizes para a intervenção educativa, que evidenciam a necessidade de uma prática docente que possa provocar atos educativos, e não ações programáticas.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-12-20info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/338110.1590/SciELOPreprints.3381spahttps://preprints.scielo.org/index.php/scielo/article/view/3381/6119Copyright (c) 2021 Ivonne Eulalia Ponce Naranjohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNaranjo, Ivonne Eulalia Poncereponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-12-17T20:45:38Zoai:ops.preprints.scielo.org:preprint/3381Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-12-17T20:45:38SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
DISCURSO Y PRÁCTICA DOCENTE: INTERVENCIONES EN LA ENSEÑANZA DE LA LECTURA
FALA E PRÁTICA DE ENSINO: INTERVENÇÕES NO ENSINO DA LEITURA
title DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
spellingShingle DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
Naranjo, Ivonne Eulalia Ponce
Ensino da leitura
fala
professores
prática pedagógica
intervenção
Taching of reading
discourse
teachers
teaching practice
intervention
Enseñanza de la lectura
discurso
docentes
práctica docente
intervención
title_short DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
title_full DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
title_fullStr DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
title_full_unstemmed DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
title_sort DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING
author Naranjo, Ivonne Eulalia Ponce
author_facet Naranjo, Ivonne Eulalia Ponce
author_role author
dc.contributor.author.fl_str_mv Naranjo, Ivonne Eulalia Ponce
dc.subject.por.fl_str_mv Ensino da leitura
fala
professores
prática pedagógica
intervenção
Taching of reading
discourse
teachers
teaching practice
intervention
Enseñanza de la lectura
discurso
docentes
práctica docente
intervención
topic Ensino da leitura
fala
professores
prática pedagógica
intervenção
Taching of reading
discourse
teachers
teaching practice
intervention
Enseñanza de la lectura
discurso
docentes
práctica docente
intervención
description This study proposes the configuration and influence of the teaching discourse for the materialization of reading practices in the classroom. It is based on the problems and alternatives of the solution associated with the development of reading skills. It was identified and written by language teachers in public schools and high schools in Ecuador as part of their dissertation proposal to obtain a master's degree. The study's objective was to analyze the discursive teaching construction around the teaching of reading. The problematization and the proposals made by the teachers were studied from a qualitative documentary approach, with theoretical-analytical support. In this way, guidelines for educational intervention were found, which show the need for a teaching practice that can provoke educational acts rather than programmatic actions.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3381
10.1590/SciELOPreprints.3381
url https://preprints.scielo.org/index.php/scielo/preprint/view/3381
identifier_str_mv 10.1590/SciELOPreprints.3381
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3381/6119
dc.rights.driver.fl_str_mv Copyright (c) 2021 Ivonne Eulalia Ponce Naranjo
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Ivonne Eulalia Ponce Naranjo
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
_version_ 1797047826436325376

Registros relacionados