Concepto de alfabetización: Ejes de tensión y formación de profesores

Translated title of the contribution: The concept of literacy: Sources of tension and teacher training

Dominique Manghi Haquin, NINA MARIA CRESPO ALLENDE, ANDREA VERONICA BUSTOS IBARRA, Valentina Haas Prieto

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

In order to meet the demands of society, the educational community uses literacy as a cornerstone concept. However, this concept is not unambiguous and has been influenced by different trends and advances in research. This paper seeks to understand the concept of literacy by analyzing some of the theories that have shaped it. Three dimensions are considered in the analysis: the discipline that underpins proposals to improve literacy, points of view on this phenomenon and the focus on teaching. The discussion brings to light the convergences and divergences between the theories and revised proposals and acknowledges four significant sources of tension for teacher training: the shift towards learning, its situated nature, the sociological and political framework of literacy and divergences between teacher training and public policy.

Translated title of the contributionThe concept of literacy: Sources of tension and teacher training
Original languageSpanish
Pages (from-to)79-92
Number of pages14
JournalRevista Electronica de Investigacion Educativa
Volume18
Issue number2
StatePublished - 1 May 2016

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