Interacción verbal en el aula : análisis microetnográfico en una escuela de una comunidad urbano marginal en Costa Rica
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1989
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IIMEC
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El interés de esta investigación de carácter cualitativo se centró en conocer la realidad del proceso de enseñanza-aprendizaje a partir de la interacción verbal que se realiza en el aula. Para este propósito, el estudio se desarrolló desde la perspectiva de la microetnografía educativa, enfoque que permite describir y analizar unidades sociales pequeñas, en este caso específico, el aula. Los objetivos del estudio consistieron en describir datalladamente la interacción verbal en dos aulas de primer grado de una escuela de comunidad urbano-marginal, identificar y caracterizar las funciones del lenguaje que se manifiestan y analizar las relaciones entre la interacción verbal y el contexto de enseñanza-aprendizaje. Para esta labor, se consideraron aspectos importantes para el desenvolvimiento de la investigación como caracterizar el contexto de la comunidad donde se encuentra la escuela, las instalaciones de la institución, el ambiente físico de las aulas, la organización de la escuela y la caracterización del personal docente y de los niños. Otros aspectos observados y analizados fueron la organización y la utilización del tiempo y del espacio en el aula, ya que sirven de marco a la interacción verbal. La recolección de datos se hizo durante mayo-noviembre de 1986 y marzo-noviembre de 1987, por medio de la observación participativa de las inverstigadoras (notas de campo, entrevistas, uso de fotografías, videocintas y grabaciones). El análisis tuvo dos fases, en la primera se efectuó la redución de los datos a tres taxonomías; a saber, el lenguaje de la maestra en interacción con los niños, el lenguaje de los niños en interacción con la maestra y el lenguaje de los niños en interacción con otros niños; en la segunda etapa se procedió al análisis y la interpretación de estos datos. Los resultados obtenidos permitieron la caracterización del estilo de enseñanza-aprendizaje en las dos aulas estudiadas: la función del maestro en el aula es centralizadora (de control y de guía); la función del niño, en términos de lo académico, es pasiva; la creatividad y la reflexión de los niños son limitadas por las pocas oportunidades que tienen de participar activamente y las interacciones entre ellos son pocas, ya que son interpretadas por las maestras como interferencias en el proceso de enseñanza-aprendizaje.
ABSTRACT: The interest of this qualitative research is focused on knowing the reality of the teaching-learning process from the verbal interaction that takes place in the classroom. For this purpose, the study will be analyzed from the perspective of educational microethnography, an approach that allows describing and analyzing small social units, in this specific case, the classroom. The objectives of the study are to describe in detail the verbal interaction in two first grade classrooms of a marginal urban community school, to identify and characterize the language functions that are manifested and to analyze the relationships between verbal interaction and the teaching context. For this work, important aspects for the development of the research were considered, such as characterizing the context of the community where the school is located, the facilities of the institution, the physical environment of the classrooms, the organization of the school and the characterization of the staff. teacher and children. Other aspects observed and analyzed were the organization and use of time and space in the classroom, since they serve as a framework for verbal interaction. Data collection was carried out during May-November 1986 and March-November 1987, through participatory observation of the researchers (field notes, interviews, use of photographs, videotapes, and recordings). The analysis had two phases, in the first one the data was reduced to three taxonomies; the language of the teacher in interaction with the children, the language of the children in interaction with the teacher and the language of the children in interaction with other children; In the second stage, the analysis and interpretation of these data is performed. The results obtained allowed the characterization of the teaching-learning style in the two classrooms studied: the role of the teacher in the classroom is centralizing (control and guidance); the child's function, in academic terms, is passive; Children's creativity and reflection are limited by the few opportunities they have to actively participate and the interactions between them are few, since they are interpreted by teachers as interferences in the teaching-learning process.
ABSTRACT: The interest of this qualitative research is focused on knowing the reality of the teaching-learning process from the verbal interaction that takes place in the classroom. For this purpose, the study will be analyzed from the perspective of educational microethnography, an approach that allows describing and analyzing small social units, in this specific case, the classroom. The objectives of the study are to describe in detail the verbal interaction in two first grade classrooms of a marginal urban community school, to identify and characterize the language functions that are manifested and to analyze the relationships between verbal interaction and the teaching context. For this work, important aspects for the development of the research were considered, such as characterizing the context of the community where the school is located, the facilities of the institution, the physical environment of the classrooms, the organization of the school and the characterization of the staff. teacher and children. Other aspects observed and analyzed were the organization and use of time and space in the classroom, since they serve as a framework for verbal interaction. Data collection was carried out during May-November 1986 and March-November 1987, through participatory observation of the researchers (field notes, interviews, use of photographs, videotapes, and recordings). The analysis had two phases, in the first one the data was reduced to three taxonomies; the language of the teacher in interaction with the children, the language of the children in interaction with the teacher and the language of the children in interaction with other children; In the second stage, the analysis and interpretation of these data is performed. The results obtained allowed the characterization of the teaching-learning style in the two classrooms studied: the role of the teacher in the classroom is centralizing (control and guidance); the child's function, in academic terms, is passive; Children's creativity and reflection are limited by the few opportunities they have to actively participate and the interactions between them are few, since they are interpreted by teachers as interferences in the teaching-learning process.
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INVESTIGACIÓN EDUCATIVA, ETNOGRAFÍA, EDUCACIÓN PRIMARIA, EDUCATIONAL INVESTIGATION, ETHNOGRAPHY, PRIMARY EDUCATION