Publication: Análisis del tratamiento de la descripción escrita en libros de texto de 1º y de 3º de educación secundaria obligatoria, en el bloque temático de geografía, y su proyección en la formación del profesorado
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2016-11-28
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Universidad Complutense de Madrid
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Abstract
Enseñar a escribir en cualquier contexto de la sociedad del conocimiento es una tarea de los profesores del siglo XXI. Este planteamiento encierra un nuevo concepto de alfabetización. Aprender a escribir, hoy día, supone algo más que el dominio del código lingüístico; requiere desarrollar la capacidad de expresarse adecuadamente en cualquier ámbito de la sociedad presente. Asimismo, esta tarea se propone como una responsabilidad para todos los profesores de las distintas materias, no como una tarea solo de los docentes dedicados a las áreas lingüísticas. El enfoque que subyace en esta idea se relaciona con una enseñanza que concibe la lengua como instrumento vehicular para el desarrollo del conocimiento. Por su parte, la descripción se presenta como fuente de conocimiento en cualquier ámbito de la vida, hasta tal punto que se podría hablar de que todo aquello que no se ha descrito no se conoce1. Por tanto, enseñar a describir en las distintas asignaturas como medio para desarrollar el propio conocimiento disciplinar, así como para que los alumnos desarrollen sus destrezas escritas en cualquier ámbito, es una llamada urgente de la sociedad actual. Esta tesis se centra en la enseñanza de la descripción escrita en el ámbito disciplinar de la Geografía. Se pretenden explorar las peculiaridades de la Didáctica de la descripción que exige la enseñanza y el aprendizaje de un contenido no lingüístico como es la Geografía...
Teaching how to write in any context of our society of knowledge should be a task for teachers in the XXI century. This approach embeds a new concept of understanding literacy. Nowadays, learning to write involves not only to command the linguistic code but also to develop the ability to express accurately in any current social context. Nevertheless, this task is supposed to constitute a responsibility for teachers of all the different subjects, not only for those teaching in the linguistic scope. The approach underlying this idea is related to teaching languages as a curricular vehicle of knowledge acquisition. On its own, description is presented as a source of knowledge in any social context, even considering that one could say that anything that has not been described, is unknown2. Therefore, teaching how to describe in the different subjects as a means of developing our own curricular knowledge, as well as using it so as students develop their writing skills in any context, can be considered an urgent need of our current society. This PhD dissertation focuses on teaching written description in the curricular area of Geography. It tries to elaborate on teaching and learning the distinctive features of description of a non-linguistic content such as Geography...
Teaching how to write in any context of our society of knowledge should be a task for teachers in the XXI century. This approach embeds a new concept of understanding literacy. Nowadays, learning to write involves not only to command the linguistic code but also to develop the ability to express accurately in any current social context. Nevertheless, this task is supposed to constitute a responsibility for teachers of all the different subjects, not only for those teaching in the linguistic scope. The approach underlying this idea is related to teaching languages as a curricular vehicle of knowledge acquisition. On its own, description is presented as a source of knowledge in any social context, even considering that one could say that anything that has not been described, is unknown2. Therefore, teaching how to describe in the different subjects as a means of developing our own curricular knowledge, as well as using it so as students develop their writing skills in any context, can be considered an urgent need of our current society. This PhD dissertation focuses on teaching written description in the curricular area of Geography. It tries to elaborate on teaching and learning the distinctive features of description of a non-linguistic content such as Geography...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de la Lengua y la Literatura (Español, Francés e Inglés), leída el 19/01/2016