This paper explores the pedagogical discourse of History and Geography from which a worldview is built. The selection and creation of meanings made by the curriculum, textbooks and teacher in the classroom interaction is crucial for learning that worldview. Through a desk study study and a case study of two sixths grades in vulnerable municipal schools of Viña del Mar (Chile) this investigation (FONDECYT 1130684) approaches to discourse from the Social Semiotics and Multimodal Discourse Analysis in order to test the options in teaching a curriculum unit in each of the subjects mentioned. Among the findings we highlighted that while the curriculum proposes guidelines to work linguistically and visually, textbooks are consistent with the proposed curriculum guidelines with a wide range of linguistic / semiotic choices, while teacher practices are kept in a traditional paradigm relieving the linguistic over other options, contributing in varying degrees to the development of skills for civic life.
|Título traducido de la contribución
|Contrast between the national curriculum, textbooks and the teacheŕs decisions in the classroom: Multimodal Discourse Analysis in history and geography lessons
|Número de páginas
|Publicada - 2016
- Curriculum Perspective
- Multimodal Discourse Analysis.
- Teaching Practice in History and Geography