ACTIVITY SYSTEMS AS CULTURAL, COGNITIVE AND LINGUISTIC CONTEXTS FOR IMPROVING READING AND WRITING PRACTICES IN RURAL SCHOOLS

dc.creator	BIBIANA AMADO
dc.creator	ANA MARÍA BORZONE
dc.date	2012-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:50Z
dc.date.available	2015-07-20T22:11:50Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/de0dc13e2a904d7aa6344e778cc6b679
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14754
dc.description	This article aims to explore pedagogical materials that were elaborated to build bridges between the language and knowledge children develop in their homes and in school-based learning. Different studies made in rural contexts point to a considerable gap between processes of learning at home and those promoted at rural schools, a gap that causes high school failure rate in rural communities (Heredia & Bixio, 1991; Borzone & Rosemberg, 2000). In a framework that integrates socio-cultural theory and cognitive psychology, Amado (2010) explored knowledge involved in activity systems developed by peasants who live in Copacabana, a rural community in Cordoba, Argentina. On the basis of this re-search, ethnographically based reading books were designed for children who live in rural communities. These materials present the stories of children and recreate real events and forms of language that people employ to communicate in their speech community. The subjects, knowledge, manner of inter-action and dialect used in the stories are selected in the light of previous research in the community and the learning contents proposed by the official curriculum. When knowledge that children acquire at home is not considered at school, they do not have adequate access to decontextualized knowledge. For that reason, ethnographically based books integrate different concepts, language varieties and dis-course forms in order to promote children’s development in different socio-cultural milieux.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=1427
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 12, Pp 1-31 (2012)
dc.subject	ethnographic books
dc.subject	activity systems
dc.subject	rural communities
dc.subject	language of learning
dc.subject	school knowledge
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	ACTIVITY SYSTEMS AS CULTURAL, COGNITIVE AND LINGUISTIC CONTEXTS FOR IMPROVING READING AND WRITING PRACTICES IN RURAL SCHOOLS
dc.type	article