Ensino de inglês em primário escolas de áreas afetadas pela pobreza em Santa F: pensando uma perspectiva crítica em didática específica. Contribuições de um estudo para uma tese de mestrado
The present article presents a part of a master'sthesis conclusion that studies teaching a foreignlanguage (English) in primary schools in contexts ofvulnerability in Santa Fe, Argentina. It takes over aprescription derived from the national education act(Ley Nacional de Educación Nr. 26206/06)...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2019
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/8202 |
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| Sumario: | The present article presents a part of a master'sthesis conclusion that studies teaching a foreignlanguage (English) in primary schools in contexts ofvulnerability in Santa Fe, Argentina. It takes over aprescription derived from the national education act(Ley Nacional de Educación Nr. 26206/06), whoseArticle 87, Chapter II, reads: The teaching of at leastone foreign language will be compulsory in all primaryand secondary schools in the country. This thesis studiesthe 7th grade class –where English is a curricularsubject– of schools located in marginal neighborhoodsof the city and analyzes the necessary institutional andpedagogical conditions for its implementation from thepoint of view of critical didactics. Poverty and educationconstitute territories with particularities that identify anddifferentiate them; in which children, as culture subjects,are made visible, and in which a teaching practiceis considered as a non–alienating process with anon–hegemonic discourse that consider cultural aspectspromoting the construction of identity and subjectivity.In this way, the possibilities of building socially productiveknowledge in the classroom are studied. [...] |
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