The Concept of Literacy: Sources of Tension and Teacher Training

The Concept of Literacy: Sources of Tension and Teacher Training

In order to meet the demands of society, the educational community uses literacy as a cornerstone concept. However, this concept is not unambiguous and has been influenced by different trends and advances in research. This paper seeks to understand the concept of literacy by analyzing some of the th...

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Autores principales: Manghi Haquin, Dominique, Crespo Allende, Nina, Bustos Ibarra, Andrea, Haas Prieto, Valentina
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2016
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/1038
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spelling redie-article-10382020-12-14T19:29:31Z The Concept of Literacy: Sources of Tension and Teacher Training Concepto de alfabetización: ejes de tensión y formación de profesores Manghi Haquin, Dominique Crespo Allende, Nina Bustos Ibarra, Andrea Haas Prieto, Valentina alfabetización enseñanza de la lengua materna programa de formación de docentes In order to meet the demands of society, the educational community uses literacy as a cornerstone concept. However, this concept is not unambiguous and has been influenced by different trends and advances in research. This paper seeks to understand the concept of literacy by analyzing some of the theories that have shaped it. Three dimensions are considered in the analysis: the discipline that underpins proposals to improve literacy, points of view on this phenomenon and the focus on teaching. The discussion brings to light the convergences and divergences between the theories and revised proposals and acknowledges four significant sources of tension for teacher training: the shift towards learning, its situated nature, the sociological and political framework of literacy and divergences between teacher training and public policy. Para responder a las demandas de la sociedad, la comunidad pedagógica utiliza como piedra angular el concepto de alfabetización. Sin embargo, dicho concepto no es unívoco y ha sido permeado por diferentes tendencias y avances investigativos. El presente artículo busca comprender el concepto de alfabetización a través del análisis de algunas de las teorías que lo han configurado. Se consideran tres dimensiones de análisis: la disciplina que fundamenta la propuesta de alfabetización; el punto de vista sobre el fenómeno y el foco pedagógico. La discusión da cuenta de las convergencias y divergencias entre las teorías y propuestas revisadas reconociendo cuatro ejes importantes de tensión para la formación de profesores: el giro hacia el aprendizaje, la naturaleza situada, el marco sociológico y político de la alfabetización, y las divergencias entre la formación de profesores y las políticas públicas. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2016-05-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/1038 Revista Electrónica de Investigación Educativa; Vol. 18 No. 2 (2016) Revista Electrónica de Investigación Educativa; Vol. 18 Núm. 2 (2016) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1038/1358 https://redie.uabc.mx/index.php/redie/article/view/1038/1445 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Manghi Haquin, Dominique
Crespo Allende, Nina
Bustos Ibarra, Andrea
Haas Prieto, Valentina
spellingShingle Manghi Haquin, Dominique
Crespo Allende, Nina
Bustos Ibarra, Andrea
Haas Prieto, Valentina
The Concept of Literacy: Sources of Tension and Teacher Training
author_facet Manghi Haquin, Dominique
Crespo Allende, Nina
Bustos Ibarra, Andrea
Haas Prieto, Valentina
author_sort Manghi Haquin, Dominique
title The Concept of Literacy: Sources of Tension and Teacher Training
title_short The Concept of Literacy: Sources of Tension and Teacher Training
title_full The Concept of Literacy: Sources of Tension and Teacher Training
title_fullStr The Concept of Literacy: Sources of Tension and Teacher Training
title_full_unstemmed The Concept of Literacy: Sources of Tension and Teacher Training
title_sort concept of literacy: sources of tension and teacher training
description In order to meet the demands of society, the educational community uses literacy as a cornerstone concept. However, this concept is not unambiguous and has been influenced by different trends and advances in research. This paper seeks to understand the concept of literacy by analyzing some of the theories that have shaped it. Three dimensions are considered in the analysis: the discipline that underpins proposals to improve literacy, points of view on this phenomenon and the focus on teaching. The discussion brings to light the convergences and divergences between the theories and revised proposals and acknowledges four significant sources of tension for teacher training: the shift towards learning, its situated nature, the sociological and political framework of literacy and divergences between teacher training and public policy.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2016
url https://redie.uabc.mx/index.php/redie/article/view/1038
_version_ 1715723545335562240

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