Itinerario Académico en: Pedagogía de la Lengua y Literatura Exploración de la literacidad crítica desde los contenidos de Estudios Sociales en estudiantes de 7.º y 8.º año de EGB

Abstract

This research presents a brief exploration of the critical literacy development in students of 7th and 8th grade facing contents of Social Studies. Criticality over texts has been addressed by multiple authors and organizations; however, it is necessary to provide new meanings from the interpretation of the ideology of the text and the sources of information, for the subsequent reflection of the written production. Critical literacy raises a sociocultural perspective of written culture, for the analysis and construction of discourse, in order to provide useful tools to understanding and questioning social practices. For the exploration, the positioning of the students was characterized with the use of activities of social and historical themes to learn about the development of the criticality of the students and, subsequently, to analyze the critical literacy evidence found in them. For this, an ethnographic approach was carried out, using a qualitative logic, based on the participant observation and the constant comparative method for the processing of the information, from the categorization of the results and the analysis of the oral and written production of the students. Initially, a diagnosis was made of the criticality of the students, about social representations of gender as the discussing main topic, the reading of texts referring to disability, the elaboration of a discourse on a free topic and a subject imposed. Then, activities for the development of criticality were structured, such as the debate, the criticism of the text, the interview with parents and the interview with the students, in order to analyze the construction of their speeches. Finally, the information about the approach to the texts was triangulated, from the oral and written production of the topics addressed, identifying the internalization of external arguments or the appropriation of the content to determinate its reproduction, resistance or questioning nature. Given the descriptive implications of the analysis process, the conclusions presented respond to an explanatory model, which interprets the results of the criticality development process in the selected students. Among the main contributions is the importance of the accompaniment of the teaching-learning process and knowledge of the school culture, as well as the review of the contents and texts to be used. The criteria and positions of the students, in the present investigation, responds to sources of authority, without prior reflection, unless the work slogans explain it, so that the school climate and the permanent review of the quality of the process are of Vital importance. Being a transversal process, the need for time for the implementation of the activities and a timely sequencing of them is highlighted. In addition, it is necessary to rethink the relevance and usefulness of the activities, according to the group of students, their interests, potentialities, achievements and difficulties. For the implementation of the previously made approaches, the didactic use of the contradictions found in the students' speeches and in the proposed activities is proposed, from the scaffolding and metacognition, through the use of flowcharts to identify incongruities and the design of a process to accompany the development of critical literacy.