Concepto de alfabetización: Ejes de tensión y formación de profesores

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

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

1 Cita (Scopus)

Resumen

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.

Título traducido de la contribuciónThe concept of literacy: Sources of tension and teacher training
Idioma originalEspañol
Páginas (desde-hasta)79-92
Número de páginas14
PublicaciónRevista Electronica de Investigacion Educativa
Volumen18
N.º2
EstadoPublicada - 1 may 2016

Palabras clave

  • Educational reform
  • Literacy
  • Secondary school

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