Jóvenes, currículo y competencia literaria
Palabras clave:
Bachillerato, cultura escrita, práctica de literacidad, competencia literaria, enseñanza de la literatura.Resumen
En este trabajo describimos el acceso a textos literarios y analizamos las prácticas de literacidad en un contexto y dominio particulares: las clases de literatura en el bachillerato. Partimos de una postura sociocultural para el estudio de los eventos y las prácticas de literacidad. En particular, nos apoyamos en los trabajos de la corriente de los Nuevos estudios sobre literacidad, para identificar los eventos y sus componentes, con el propósito de inferir las prácticas que le otorgan sentido a los eventos observados. El estudio se llevó a cabo en un Colegio de Bachilleres (COBACH), y en un bachillerato federal que ofrece dos programas diferentes: el Bachillerato General (BG), similar al del COBACH, y el Bachillerato Internacional (BI). Los resultados permiten inferir el tipo de lector y el nivel de competencia literaria que cada cultura escolar propicia.Descargas
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Referencias
Bakhtin, M. (1986). The dialogic imagination. Austin: University of Texas Press.
Barton, D. (1994). Literacy: An Introduction to the ecology of written language. Oxford: Blackwell.
Barton, D. y Hamilton, M. (2000). Literacy practices. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 7-15). Londres: Routledge.
Barton, D., Hamilton, M. e Ivanic, R. (2000). Situated literacies. Reading and writing in context. Nueva York: Routledge.
Beach, R. (1993). A teacher’s introduction to reader-response theory. Urbana: National Council of Teachers of English.
Beach, R., Appleman, D., Dorsey, S. (1994). Adolescents’ uses of intertextual links to understand literature. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 695-714). Newar, DE: International Reading Association
Bean, T. y Moni, K. (2003). Developing students’ critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46, 638-648.
Carbonaro, W. y Gamoran, A. (2002). The production of Achievement Inequality in high school English. American Educational Research Journal, 39, 801-827.
Dirección General de Bachillerato. (2003). Programa de la asignatura: Literatura I. México: Autor.
Carrasco, A. (2006). Entre libros y estudiantes. Guía para promover el uso de las bibliotecas en el aula. México: Consejo Puebla de Lectura, A. C.
Coll, C. (1992). Psicología y currículo. Barcelona: Paidós.
Elkins, J. y Luke, A. (1999). Redefining adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 212-215.
Gee, J. P. (1992). The social mind: language, ideology, and social practice. Nueva York: Bergin & Garvey.
Gee, J. P. (1996). Social linguistics and literacies: ideology in discourses. Nueva York: Falmer Press.
Gee, J. P. (2000). The New Literacy Studies: from ‘socially situated’ to the work of the social. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 180-196). Nueva York: Routledge.
Greene, S. y Ackerman, J. (1995). Expanding the constructivist metaphor: A rhetorical perspective on literacy research and practice. Review of Educational Research, 65, 383-420.
Hamilton, M. (2000). Expanding the new literacy studies: using photographs to explore literacy as social practice. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 16-34). Nueva York: Routledge.
Hartman, D. (1994). The intertextual links of readers using multiple passages: A postmodern/semiotic/cognitive view of meaning making. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 616-636). Newar, DE: International Reading Association.
Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Langer, J. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 3, 837-880.
Lankshear, C. (1997). Changing literacies. Buckingham: Open University Press.
Lewis, C. (2001). Literary practices as social acts. Power, status and cultural norms in the classroom. Mawah, NJ: Lawrence, Erlbaum Associates.
Lotman, J. (1988). Text within a text. Soviet Psychology, 26, 32-51.
López Bonilla, G. (en prensa). Ser maestro en el bachillerato: creencias, identidades y discursos de maestros en torno a las prácticas de literacidad. Revista Perfiles Educativos.
López Bonilla, G y Rodríguez, M. (2006). La enseñanza de la literatura en la educación media superior: Una mirada al bachillerato internacional. Revista Textos, 43, 87-96.
Luke, A. y Elkins, J. (2000). Re/mediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 396-398.
Moore, D. W., Bean, T. W., Birdyshaw, D., y Rycik, J. A. (1999). Adolescent literacy: A position statement. Journal of Adolescent & Adult Literacy, 43, 97-12.
Moydell, J., Bridges, J., Sánchez, K., y Awad, P. (1991). Lamar High School: Instructional tracks and student achievement (1990/91). (Reporte no. XPT32390). Houston, TX: Houston Independent School District. (ERIC Document Reproduction Service No. ED337503).
Nugent, S. y Karnes, F. (2002). The advanced placement program and the International Baccalaureate Programme: A history and update. Gifted Child Today Magazine, 25, 30-40.
Nystrand, M. (1997). Opening dialogue. Understanding the dynamics of language and learning in the English classroom. Nueva York: Teachers College Press.
Organisation for Economic Cooperation and Development. (2004). Learning for tomorrow’s world. ¬First results from PISA 2003. París: Autor
Organización del Bachillerato Internacional (1999). Lengua AI. Ginebra: Autor.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. (1995). Social literacies: critical approaches to literacy in development, ethnography and education. Nueva York: Longman Publishing.
Street, B. (2003). What’s “new” in the New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5, 77-91.
Wells, G. (1999). Dialogic inquiry. Cambridge: Cambridge University Press.
Barton, D. (1994). Literacy: An Introduction to the ecology of written language. Oxford: Blackwell.
Barton, D. y Hamilton, M. (2000). Literacy practices. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 7-15). Londres: Routledge.
Barton, D., Hamilton, M. e Ivanic, R. (2000). Situated literacies. Reading and writing in context. Nueva York: Routledge.
Beach, R. (1993). A teacher’s introduction to reader-response theory. Urbana: National Council of Teachers of English.
Beach, R., Appleman, D., Dorsey, S. (1994). Adolescents’ uses of intertextual links to understand literature. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 695-714). Newar, DE: International Reading Association
Bean, T. y Moni, K. (2003). Developing students’ critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46, 638-648.
Carbonaro, W. y Gamoran, A. (2002). The production of Achievement Inequality in high school English. American Educational Research Journal, 39, 801-827.
Dirección General de Bachillerato. (2003). Programa de la asignatura: Literatura I. México: Autor.
Carrasco, A. (2006). Entre libros y estudiantes. Guía para promover el uso de las bibliotecas en el aula. México: Consejo Puebla de Lectura, A. C.
Coll, C. (1992). Psicología y currículo. Barcelona: Paidós.
Elkins, J. y Luke, A. (1999). Redefining adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 212-215.
Gee, J. P. (1992). The social mind: language, ideology, and social practice. Nueva York: Bergin & Garvey.
Gee, J. P. (1996). Social linguistics and literacies: ideology in discourses. Nueva York: Falmer Press.
Gee, J. P. (2000). The New Literacy Studies: from ‘socially situated’ to the work of the social. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 180-196). Nueva York: Routledge.
Greene, S. y Ackerman, J. (1995). Expanding the constructivist metaphor: A rhetorical perspective on literacy research and practice. Review of Educational Research, 65, 383-420.
Hamilton, M. (2000). Expanding the new literacy studies: using photographs to explore literacy as social practice. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 16-34). Nueva York: Routledge.
Hartman, D. (1994). The intertextual links of readers using multiple passages: A postmodern/semiotic/cognitive view of meaning making. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 616-636). Newar, DE: International Reading Association.
Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Langer, J. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 3, 837-880.
Lankshear, C. (1997). Changing literacies. Buckingham: Open University Press.
Lewis, C. (2001). Literary practices as social acts. Power, status and cultural norms in the classroom. Mawah, NJ: Lawrence, Erlbaum Associates.
Lotman, J. (1988). Text within a text. Soviet Psychology, 26, 32-51.
López Bonilla, G. (en prensa). Ser maestro en el bachillerato: creencias, identidades y discursos de maestros en torno a las prácticas de literacidad. Revista Perfiles Educativos.
López Bonilla, G y Rodríguez, M. (2006). La enseñanza de la literatura en la educación media superior: Una mirada al bachillerato internacional. Revista Textos, 43, 87-96.
Luke, A. y Elkins, J. (2000). Re/mediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 396-398.
Moore, D. W., Bean, T. W., Birdyshaw, D., y Rycik, J. A. (1999). Adolescent literacy: A position statement. Journal of Adolescent & Adult Literacy, 43, 97-12.
Moydell, J., Bridges, J., Sánchez, K., y Awad, P. (1991). Lamar High School: Instructional tracks and student achievement (1990/91). (Reporte no. XPT32390). Houston, TX: Houston Independent School District. (ERIC Document Reproduction Service No. ED337503).
Nugent, S. y Karnes, F. (2002). The advanced placement program and the International Baccalaureate Programme: A history and update. Gifted Child Today Magazine, 25, 30-40.
Nystrand, M. (1997). Opening dialogue. Understanding the dynamics of language and learning in the English classroom. Nueva York: Teachers College Press.
Organisation for Economic Cooperation and Development. (2004). Learning for tomorrow’s world. ¬First results from PISA 2003. París: Autor
Organización del Bachillerato Internacional (1999). Lengua AI. Ginebra: Autor.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. (1995). Social literacies: critical approaches to literacy in development, ethnography and education. Nueva York: Longman Publishing.
Street, B. (2003). What’s “new” in the New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5, 77-91.
Wells, G. (1999). Dialogic inquiry. Cambridge: Cambridge University Press.
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2006-11-01
