Publication: La diversidad en los procesos de alfabetización: un análisis centrado en población infantil de primer ciclo de educación primaria
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2016-12-13
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Universidad Complutense de Madrid
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Abstract
La presente Tesis Doctoral da cuenta de un estudio etnográfico en ámbito educativo -realizado en 35 aulas de primer ciclo de Educación Primaria pertenecientes a centros educativos de la Comunidad de Madrid- con el propósito de interpretar y comprender, por un lado, las experiencias y vivencias de la población infantil que, de acuerdo con la evaluación de su profesorado, presente dificultades para aprender a leer y a escribir en el inicio de su escolaridad, y por otro, el alcance y las posibilidades que ofrecen las prácticas de enseñanza para modelar aprendizajes superadores en este sentido. Atendiendo al alcance e implicación que las experiencias con la cultura escrita tienen en los aprendizajes escolares en su conjunto, así como, en la construcción de una identidad participativa en distintos ámbitos sociales, interesó comprender a nivel micro el alcance del interjuego que se produce entre los procesos de aprendizaje y las prácticas de enseñanza cuando se trata del acceso a la cultura escrita (período de alfabetización inicial). Por tanto, de acuerdo con el sentido y el alcance de la investigación etnográfica en contextos educativos, la inmersión prolongada en el campo de estudio (a lo largo de un curso escolar en cada una de las aulas) permitió registrar sistemáticamente narraciones (mediante estrategias de observación no participante y de observación participante) en las que resulta recurrente que dichas prácticas, en la medida que sociabilicen los actos de lectura y de escritura desde el inicio de la escolaridad a pesar de que todo el alumnado no domine aún la convencionalidad del código escrito, pueden encaminar el deseo infantil y la indagación, en proceso, hacia las particularidades del sistema de escritura, y del lenguaje escrito en general. En consonancia con la identificación de unidades de análisis en este sentido, y sin pretender generalizar los resultados de este estudio a toda la población que inicia la escolaridad atravesando dificultades para aprender a leer y escribir, se señala la pertinencia de las prácticas de enseñanza que, no considerando dichos aprendizajes como una mera adquisición del código escrito y atendiendo a la diversidad del alumnado en relación con la conceptualización del sistema de escritura, evitan bloqueos cognitivo-emocionales ante consignas abstractas que se alejan de los esquemas cognitivos iniciales de muchos de los niños que comienzan a indagar el sistema de escritura. Por tanto, el trabajo de campo del presente estudio permitió interpretar y categorizar un conjunto de circunstancias que pueden, en un caso, aportar seguridad emocional y curiosidad cognitiva al proceso de alfabetización inicial y en sentido contrario, incrementar la inseguridad infantil en los procesos de aprendizaje y, consecuentemente, el deseo de acercarse al mundo escrito para indagarlo y conocerlo.
This Doctoral Dissertation presents an ethnographic study in the educational field -made in 35 classrooms of Elementary Schools belonging to the Community of Madrid- in order to interpret and understand, on the one hand, experiences of young children who, according to their teachers’ evaluations, have a hard time learning to read and write at the beginning of their schooling. On the other hand, this work explores the scope and potential of teaching practices in order to model learning on this regard. Considering the effect that experiences with written culture have in school learning as a whole, as well as in building a participatory identity in different social spheres, the current research looked, on a micro level, at the scope of the interplay that occurs between learning and teaching practices when it comes to written culture (emergent literacy stage). Therefore, according to the meaning and scope of ethnographic research in educational contexts, prolonged immersion in the field of study (a whole school year in each of the classrooms) allowed to systematically obtain narrations (through non-participant observation and participant observation strategies) which show a recurrent fact: even when not all students master the conventionality of the written code, the social acts of reading and writing from the beginning of schooling can route the infant’s desire and inquiry to the particularities of the writing system and written language in general. In line with the identification of analysis units in this regard and, without any attempt to generalize the results of this study to the entire population of children who experience difficulties learning to read and write at the early stages of their schooling, the relevance of teaching practices is stated, leaving aside the idea by which such learnings are considered a mere acquisition of the written code as well as looking into the diversity of students’ conceptualization of the writing system, therefore preventing cognitive-emotional block-outs to abstract commands that deviate from the initial cognitive schemata of many children who are beginning to explore the writing system. Therefore, the fieldwork of this study allowed to interpret and categorize a set of circumstances that can, in one case, provide emotional security and cognitive curiosity to the emergent literacy process or, counterclockwise, increase insecurity in early learning stages and, consequently, reduce the desire to approach the written world in order to investigate it and learn from it.
This Doctoral Dissertation presents an ethnographic study in the educational field -made in 35 classrooms of Elementary Schools belonging to the Community of Madrid- in order to interpret and understand, on the one hand, experiences of young children who, according to their teachers’ evaluations, have a hard time learning to read and write at the beginning of their schooling. On the other hand, this work explores the scope and potential of teaching practices in order to model learning on this regard. Considering the effect that experiences with written culture have in school learning as a whole, as well as in building a participatory identity in different social spheres, the current research looked, on a micro level, at the scope of the interplay that occurs between learning and teaching practices when it comes to written culture (emergent literacy stage). Therefore, according to the meaning and scope of ethnographic research in educational contexts, prolonged immersion in the field of study (a whole school year in each of the classrooms) allowed to systematically obtain narrations (through non-participant observation and participant observation strategies) which show a recurrent fact: even when not all students master the conventionality of the written code, the social acts of reading and writing from the beginning of schooling can route the infant’s desire and inquiry to the particularities of the writing system and written language in general. In line with the identification of analysis units in this regard and, without any attempt to generalize the results of this study to the entire population of children who experience difficulties learning to read and write at the early stages of their schooling, the relevance of teaching practices is stated, leaving aside the idea by which such learnings are considered a mere acquisition of the written code as well as looking into the diversity of students’ conceptualization of the writing system, therefore preventing cognitive-emotional block-outs to abstract commands that deviate from the initial cognitive schemata of many children who are beginning to explore the writing system. Therefore, the fieldwork of this study allowed to interpret and categorize a set of circumstances that can, in one case, provide emotional security and cognitive curiosity to the emergent literacy process or, counterclockwise, increase insecurity in early learning stages and, consequently, reduce the desire to approach the written world in order to investigate it and learn from it.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 26/01/2016