Interacciones en la clase de literatura. ¿Construcciones dialógicas? Estudio de caso en establecimientos secundarios chilenos
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Date
2024
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Abstract
Esta investigación tuvo como principales objetivos describir la naturaleza de las interacciones orales ocurridas en la clase de literatura en tres establecimientos educacionales chilenos de Ter-cero Medio (11vo grado) y, especialmente, describir las interac-ciones propiamente dialógicas, es decir, aquellas que propician la tensión entre diferentes voces o tomas de posición frente a las interpretaciones literarias abordadas en clase. Por lo anterior, se escogieron tres establecimientos de dependencia particular sub-vencionada que declararon promover el pensamiento crítico y el fomento lector en sus proyectos educativos. Los participantes del estudio fueron 3 docentes y 83 estudiantes. Se realizaron análisis es-tadísticos descriptivos y análisis dialógico del discurso sobre una muestra de 20 clases de literatura. Los resultados muestran que las interacciones ocurridas en estas aulas confirman el diagnósti-co internacional y local, pues en ellas es el profesor quien domina la interacción y los aportes de los estudiantes son restringidos. Sin embargo, en uno de los casos, sí se ofrecieron oportunidades dialógicas en la fase de contextualización de la obra literaria, que implicaba abordar temas identitarios, no así en otros aspectos de la interpretación
The main objectives of this research were to describe the nature of oral interactions occurred in the literature class in three Chilean educational establishments of the secondary school level and, especially, to describe the dialogical interactions themselves, that is, those that favor tensions between different voices or positioning against literary interpretations approached in class. Therefore, three establishments school with cofunding economic support, from parents and the State of Chile, were chosen that declared to promote critical thinking and promotion of reading in their educational projects. Descriptive statistical analysis and dialogic analysis of the discourse was carried out on a sample of 20 literature classes. The results show that the interactions that take place in these classrooms confirm international and local diagnosis, since in them the teacher dominates the interaction and students contributions are restricted. However, in one of the cases, dialogical opportunities did were offered in the contextualization phase of the literary work, which involved addressing identity issues, not so in other aspects of interpretation.
The main objectives of this research were to describe the nature of oral interactions occurred in the literature class in three Chilean educational establishments of the secondary school level and, especially, to describe the dialogical interactions themselves, that is, those that favor tensions between different voices or positioning against literary interpretations approached in class. Therefore, three establishments school with cofunding economic support, from parents and the State of Chile, were chosen that declared to promote critical thinking and promotion of reading in their educational projects. Descriptive statistical analysis and dialogic analysis of the discourse was carried out on a sample of 20 literature classes. The results show that the interactions that take place in these classrooms confirm international and local diagnosis, since in them the teacher dominates the interaction and students contributions are restricted. However, in one of the cases, dialogical opportunities did were offered in the contextualization phase of the literary work, which involved addressing identity issues, not so in other aspects of interpretation.
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Keywords
Interacciones dialógicas, Literatura, Didáctica, Educación secundaria, Dialogical interactions, Didactics, Literature, Secondary education