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An approach to the teaching practices of reading and writing in a Colombian school in 1940
Una aproximación a las prácticas de enseñanza de la lectura y la escritura en una escuela colombiana en 1940
Une approche des pratiques d’enseignements de la lecture et de l’écriture dans
une école colombienne en 1940
Uma aproximação às práticas de ensino de leitura e escritura em uma escola
colombiana em 1940 |
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María Isabel Ruiz-C. Pontificia Universidad Javeriana, Universidad Santo Tomás,
Bogotá, Colombia
María Del Pilar Mora-R. Pontificia Universidad Javeriana, Bogotá, Colombia |
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Abstract
It is presented an approximation of language lessons practices at a Colombian school in 1940. The sources used: the education legislation of 1900 to 1940, the “Alegría de leer” (Joy of reading) reader, the testimony of a student of that time and his first elementary year calligraphy notebook. The study emphasizes in the relationships of the didactic system components. The methodological referent in this study was the Fundamented Theory. The data processing implied the use of content and discourse analysis. The research contributes to the reconstruction of the historical memory of language didactics in Colombia.
Key words author
Teaching practices, methodology, method, grounded theory, didactic, didactic of language.
Key words plus
Student teaching, reading (elementary), history, language and languages, study and teaching, Colombia.
Transference to practice
This research allow recognize how the past teaching practices function as a means of understanding what has been and what has been transformed into current practices. Knowing that past, through approach and understanding of what is experienced in daily school, allowed to ask questions arise not just by looking the present and leads to understanding that our practices are the product of a building that has been done over a historical evolution, which did not arise from nothing or a vacuum, but founded on what has already lived.
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