Variedad dialectal en procesos de aprendizaje en estudiantes desplazados por la violencia
The present work addresses the teaching-learning practices of displaced students that converge in an educational space, where experiences, everyday speech acts, their customs, roots and uprooting embodied in their skin and his memory were the real protagonists. The research question that invigorated...
- Autores:
-
Lujan Muñoz, Santiago
- Tipo de recurso:
- Fecha de publicación:
- 2018
- Institución:
- Universidad de San Buenaventura
- Repositorio:
- Repositorio USB
- Idioma:
- spa
- OAI Identifier:
- oai:bibliotecadigital.usb.edu.co:10819/6332
- Acceso en línea:
- http://hdl.handle.net/10819/6332
- Palabra clave:
- Diversidad lingüística
Variedad dialectal
Contexto educativo
Desplazamiento
Actitudes lingüísticas
Linguistic diversity
Dialectal variety
Educational context
Displacement
Linguistic attitudes
Lingüística
Aprendizaje
Enseñanza
Investigación
Estudiantes
- Rights
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
| Summary: | The present work addresses the teaching-learning practices of displaced students that converge in an educational space, where experiences, everyday speech acts, their customs, roots and uprooting embodied in their skin and his memory were the real protagonists. The research question that invigorated the work sought to understand ¿How do students' dialectal varieties influence in displacement in the relationships that are established in the process of teaching-learning in the fourth and fifth grades of the Santa Ángela School? To account for this, it was used a type of research of a qualitative nature, with an Action approach participation. The purpose of the proposal was to provide information that guided the decision-making to improve the teaching and learning processes. The findings thrown by the investigation allowed an acknowledgment of linguistic diversity and attitudes by teachers, students and parents, which generated a need to begin to raise pedagogical strategies where their priority is to recover the regional aspects to get the most out of those differences present within educational contexts, so much linguistic wealth can not go unnoticed, since these forms of relationship and their cultural roots contribute to the strengthening of their abilities, or on the contrary to school failure, largely because of displacement |
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