The faces of language. Reading and writing practises in teachers training

  • Gloria Borioli

Keywords:

reading, writing, training, fieldwork, research

Abstract

Both in the academy and in the Superior Institutes for Training Teachers (ISDF, according to its Spanish acronym) it is often insisted today on the political dimension of reading and writing as devices of social inclusion, by thinking not only about the individuals undergoing a pedagogic experience and of the processes of acquisition and transmission of knowledge, but also by taking into account the social actors in general in their daily situations. For that reason, according to my role as teacher of teachers in the U.N.C. (National University of Córdoba) and taking the fieldwork of two researach projects –one carried out by the Foundation Lúminis and the UDESA and the other one inscribed in Secyt, U.N.C.-, I set out to reconsider how would-be teachers read and write, what representations these agents have of these language practices, and what initiatives are put forward in the institutions when it comes to thinking of language as a resource to teach and learn.

Downloads

Download data is not yet available.

Author Biography

Gloria Borioli

Licenciada y Profesora en Letras Modernas y Mg en Comunicación y Cultura Contemporánea. Escuela de Ciencias de la Educación, Facultad de Filosofía y Humanidades, Universidad Nacional de Córdoba.

Downloads

Published

2012-07-19

How to Cite

Borioli, G. (2012). The faces of language. Reading and writing practises in teachers training. Praxis Educativa, 15(15), 50–58. Retrieved from https://cerac.unlpam.edu.ar/index.php/praxis/article/view/404

Issue

Vol. 15 No. 15 (2011): marzo 2011-febrero 2012

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).