The teaching of oral discourse at the high school-university threshold: some discursive keys for its approach
In this paper we approach the study of oral discourses in the school spheres, focusing on the high school-university threshold-passage. Our research, developed in the team El español de uso en el NEA, lengua materna y extranjera, interoperabilidades lingüísticas, discursivas y semióticas (16H1575-PI...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras
2025
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/8331 |
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| Sumario: | In this paper we approach the study of oral discourses in the school spheres, focusing on the high school-university threshold-passage. Our research, developed in the team El español de uso en el NEA, lengua materna y extranjera, interoperabilidades lingüísticas, discursivas y semióticas (16H1575-PI), problematizes the teaching of orality in the oriented cycle of secondary school, which due to its “primary” character is often blurred as school contents. We approached our object of study from five discursive dimensions: the “orality” axis of the language curriculum defined by current jurisdictional guideline; a corpus of annual teaching plans; interviews with teachers and students; and school textbooks. These elements inform our final reflections on the role of orality in educational trajectories. |
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