Valeria Carolina Arriaza Puebla | Pontificia Universidad Catolica de Valparaiso (original) (raw)
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Papers by Valeria Carolina Arriaza Puebla
The Australian Journal of Language and Literacy, Aug 17, 2022
Two pillars of the curricula for primary education and early childhood education in Chile are, re... more Two pillars of the curricula for primary education and early childhood education in Chile are, respectively, the formal teaching of reading and the promotion of the pleasure of reading. These two objectives depend, in part, on the relationship that teachers themselves establish with reading. Previous studies have been critical, suggesting that teachers seem to act as “false readers,” endangering the formation of new readers. Under this premise, this research investigated the reading life of future teachers who are trained, among other things, to mediate subsequent learning, as well as the acquisition and development of committed readers. The study focused on the importance of reading, preservice teachers’ motivation to read different types of texts, reading habits, and actual reading done during 1 year. The research participants were 365 prospective Chilean early childhood (n = 164) and primary education (n = 201) teachers, who responded to Likert-type and open-ended questions. In line with previous studies, we observed teachers’ high reading valuation but low effective reading praxis. Regarding the importance of reading, we observe reading utility as a first dimension while “enjoyment” or “connecting with my history” are the least valuable dimensions. The implications of these findings for initial teacher training—and especially the role of children’s literature in this framework—are discussed.
The Australian Journal of Language and Literacy, 2022
Two pillars of the curricula for primary education and early childhood education in Chile are, re... more Two pillars of the curricula for primary education and early childhood education in Chile are, respectively, the formal teaching of reading and the promotion of the pleasure of reading. These two objectives depend, in part, on the relationship that teachers themselves establish with reading. Previous studies have been critical, suggesting that teachers seem to act as “false readers,” endangering the formation of new readers. Under this premise, this research investigated the reading life of future teachers who are trained, among other things, to mediate subsequent learning, as well as the acquisition and development of committed readers. The study focused on the importance of reading, preservice teachers’ motivation to read different types of texts, reading habits, and actual reading done during 1 year. The research participants were 365 prospective Chilean early childhood (n = 164) and primary education (n = 201) teachers, who responded to Likert-type and open-ended questions. In line with previous studies, we observed teachers’ high reading valuation but low effective reading praxis. Regarding the importance of reading, we observe reading utility as a first dimension while “enjoyment” or “connecting with my history” are the least valuable dimensions. The implications of these findings for initial teacher training—and especially the role of children’s literature in this framework—are discussed.
El objetivo del presente estudio fue caracterizar el proceso de recontextualización del conocimie... more El objetivo del presente estudio fue caracterizar el proceso de recontextualización del conocimiento (Bernstein, 1990) a partir de las funciones que cumplen Géneros del Conocimiento (GCOs) en textos escolares de Educación Básica, utilizados en Chile. Para ello, mediante un enfoque descendente-ascendente (Biber, Connor & Upton, 2007) se analizó un corpus constituido por las 11,139 instancias de los 15 GCOs identificados por Ibáñez, Moncada, Cornejo y Arriaza (2017). El análisis reveló la existencia de 11 funciones que pueden ser desempeñadas por los GCOs en el Texto Escolar (TE). Se constató, además, que existen funciones que son realizadas en más de un GCO y que algunos GCOs desempeñan más de una función en el TE. A partir de estos resultados, se concluye que la recontextualización también se puede evidenciar en las funciones que cumplen los GCOs en el TE y que estas varían entre las asignaturas.
El objetivo del presente estudio es describir los Géneros del Conocimiento (GCOs) utilizados en e... more El objetivo del presente estudio es describir los Géneros del Conocimiento (GCOs) utilizados en el Texto Escolar (TE) de cinco asignaturas del segundo ciclo de educación básica chilena. Mediante un enfoque descendente ascendente, estos géneros fueron identificados en un corpus constituido por 100 textos escolares distribuidos por el Ministerio de Educación de Chile entre los años 2012 y 2016 y fueron caracterizados a partir de su propósito comunicativo, su organización semiótica y su organización discursiva. Los resultados revelan la existen-cia de 15 GCOs, la mayoría de los cuales está orientada a la transmisión de conocimiento declarativo. Asimismo, se observa que algunos géneros solo presentan ocurrencias en una única asignatura y que aquellos que fueron identificados en todas las asignaturas, varían notoriamente entre estas en términos de su frecuencia. Estos datos revelan interesantes dife-rencias en las formas en que las disciplinas comunican el conocimiento por medio de la recontextualización y resemiotización.
ABSTRACT-This paper aimed to describe the knowledge genres used in textbooks of five subjects in the second cycle of Chilean elementary education. Using a top-down/bottom-up approach, these genres were identified in a corpus of 100 textbooks distributed by the Chilean Ministry of Education between 2012 and 2016, and were characterized in terms of their communicative purpose, semiotic organization and discursive organization. The analysis showed that among the 15 knowledge genres identified there is a significant prevalence of those aimed at disseminating declarative knowledge. In addition, some genres occurred in only one subject, and those genres identified in all subjects varied significantly in their frequency of occurrence. These results show interesting differences among subjects in terms of the ways used to disseminate knowledge through recontextualization and resemiotization.
The Australian Journal of Language and Literacy, Aug 17, 2022
Two pillars of the curricula for primary education and early childhood education in Chile are, re... more Two pillars of the curricula for primary education and early childhood education in Chile are, respectively, the formal teaching of reading and the promotion of the pleasure of reading. These two objectives depend, in part, on the relationship that teachers themselves establish with reading. Previous studies have been critical, suggesting that teachers seem to act as “false readers,” endangering the formation of new readers. Under this premise, this research investigated the reading life of future teachers who are trained, among other things, to mediate subsequent learning, as well as the acquisition and development of committed readers. The study focused on the importance of reading, preservice teachers’ motivation to read different types of texts, reading habits, and actual reading done during 1 year. The research participants were 365 prospective Chilean early childhood (n = 164) and primary education (n = 201) teachers, who responded to Likert-type and open-ended questions. In line with previous studies, we observed teachers’ high reading valuation but low effective reading praxis. Regarding the importance of reading, we observe reading utility as a first dimension while “enjoyment” or “connecting with my history” are the least valuable dimensions. The implications of these findings for initial teacher training—and especially the role of children’s literature in this framework—are discussed.
The Australian Journal of Language and Literacy, 2022
Two pillars of the curricula for primary education and early childhood education in Chile are, re... more Two pillars of the curricula for primary education and early childhood education in Chile are, respectively, the formal teaching of reading and the promotion of the pleasure of reading. These two objectives depend, in part, on the relationship that teachers themselves establish with reading. Previous studies have been critical, suggesting that teachers seem to act as “false readers,” endangering the formation of new readers. Under this premise, this research investigated the reading life of future teachers who are trained, among other things, to mediate subsequent learning, as well as the acquisition and development of committed readers. The study focused on the importance of reading, preservice teachers’ motivation to read different types of texts, reading habits, and actual reading done during 1 year. The research participants were 365 prospective Chilean early childhood (n = 164) and primary education (n = 201) teachers, who responded to Likert-type and open-ended questions. In line with previous studies, we observed teachers’ high reading valuation but low effective reading praxis. Regarding the importance of reading, we observe reading utility as a first dimension while “enjoyment” or “connecting with my history” are the least valuable dimensions. The implications of these findings for initial teacher training—and especially the role of children’s literature in this framework—are discussed.
El objetivo del presente estudio fue caracterizar el proceso de recontextualización del conocimie... more El objetivo del presente estudio fue caracterizar el proceso de recontextualización del conocimiento (Bernstein, 1990) a partir de las funciones que cumplen Géneros del Conocimiento (GCOs) en textos escolares de Educación Básica, utilizados en Chile. Para ello, mediante un enfoque descendente-ascendente (Biber, Connor & Upton, 2007) se analizó un corpus constituido por las 11,139 instancias de los 15 GCOs identificados por Ibáñez, Moncada, Cornejo y Arriaza (2017). El análisis reveló la existencia de 11 funciones que pueden ser desempeñadas por los GCOs en el Texto Escolar (TE). Se constató, además, que existen funciones que son realizadas en más de un GCO y que algunos GCOs desempeñan más de una función en el TE. A partir de estos resultados, se concluye que la recontextualización también se puede evidenciar en las funciones que cumplen los GCOs en el TE y que estas varían entre las asignaturas.
El objetivo del presente estudio es describir los Géneros del Conocimiento (GCOs) utilizados en e... more El objetivo del presente estudio es describir los Géneros del Conocimiento (GCOs) utilizados en el Texto Escolar (TE) de cinco asignaturas del segundo ciclo de educación básica chilena. Mediante un enfoque descendente ascendente, estos géneros fueron identificados en un corpus constituido por 100 textos escolares distribuidos por el Ministerio de Educación de Chile entre los años 2012 y 2016 y fueron caracterizados a partir de su propósito comunicativo, su organización semiótica y su organización discursiva. Los resultados revelan la existen-cia de 15 GCOs, la mayoría de los cuales está orientada a la transmisión de conocimiento declarativo. Asimismo, se observa que algunos géneros solo presentan ocurrencias en una única asignatura y que aquellos que fueron identificados en todas las asignaturas, varían notoriamente entre estas en términos de su frecuencia. Estos datos revelan interesantes dife-rencias en las formas en que las disciplinas comunican el conocimiento por medio de la recontextualización y resemiotización.
ABSTRACT-This paper aimed to describe the knowledge genres used in textbooks of five subjects in the second cycle of Chilean elementary education. Using a top-down/bottom-up approach, these genres were identified in a corpus of 100 textbooks distributed by the Chilean Ministry of Education between 2012 and 2016, and were characterized in terms of their communicative purpose, semiotic organization and discursive organization. The analysis showed that among the 15 knowledge genres identified there is a significant prevalence of those aimed at disseminating declarative knowledge. In addition, some genres occurred in only one subject, and those genres identified in all subjects varied significantly in their frequency of occurrence. These results show interesting differences among subjects in terms of the ways used to disseminate knowledge through recontextualization and resemiotization.