INVESTIGADORES
ROSEMBERG Celia Renata
artículos
Título:
El diálogo intercultural en el aula. Un análisis de situaciones de interacción con niños de barrios urbano marginales del conurbano de Buenos aires, Argentina.
Autor/es:
ROSEMBERG, C.R., BORZONE, A,M. Y A.M. DIUK, B.
Revista:
Cultura y Educación
Editorial:
Fundación Infancia y Aprendizaje
Referencias:
Lugar: España; Año: 2003 vol. 15 p. 399 - 423
ISSN:
1135-6405
Resumen:
The study examined teacher-child verbal interactions in the classroom in order to identify discourse strategies used by teachers that effectively promote the inclusion of the knowledge and language uses that are characteristic of children’s sociocultural environment, and its integration with other knowledge and other modes of linguistic representation. We analysed the exchanges that took place in 163 instructional situations in a non-formal remedial programme for low-income children who live in poor suburban communities in Buenos Aires, Argentina. Qualitative analyses showed that teachers strategically used specific language mechanisms to establish a wide communicative frame, to restate and recast children’s utterances in the conversation and to reformulate, reconceptualize and expand their knowledge. In this way, the micro-interactive processes that took place in the classroom resulted in true intercultural exchange: the teachers were bringing the children’s world into the classroom and they validated the children’s knowledge, their dialect and language uses, and at the same time, they widened the children’s symbolic and cultural world.