DISCURSO DOCENTE EN EL AULA Educational discourse in the classroom

dc.creator	Jessica Dinely Cabrera Cuevas
dc.date	2003-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:26:13Z
dc.date.available	2015-07-20T22:26:13Z
dc.identifier	0716-050X
dc.identifier	0718-0705
dc.identifier	https://doaj.org/article/b2557e20377b4a7b88aadcad5b70f42d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21576
dc.description	Estudio de la relación e implicación de la comunicación y sus disciplinas en el contexto educativo, usando un enfoque etnográfico para procurar conocer el tipo de comunicación predominante del docente en el aula. Para ello, se observó la comunicación verbal y no verbal del docente y sus alumnos y alumnas en el aula escolar, además de las percepciones que éste tiene respecto a su práctica comunicativa en la misma, encontrándose que el tipo de relación comunicativa que el docente establece con sus aprendices define su rol profesional de guía de aprendizajes o conductor de contenidos y que en ambas situaciones existe una comunicación jerárquica; que su tipo de comunicación influye positiva o negativamente en la participación, y que reconoce su comunicación predominante mediante una metacomunicación tácita y no reflexiva de su proceso.<br>Study of the relation and implication of communication and its disciplines in the educational context, using an ethnographic approach to find out the type of predominant communication of the teacher in the classroom. For this, the verbal and not verbal communication of the teacher and his/her pupils in the school classroom, were observed besides the perceptions that the teacher has in relation to his/her communicative practice, being that the type of communicative relation that the teacher establishes with his/her students defines his/her professional role of learning and that in these situations there exists a hierarchic communication; that his/her type of communication influences positively or negatively in the participation, and, he/she that recognizes his/her predominant communication by means of a tacit and not reflexive metacommunication of his/her process.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Universidad Austral de Chile. Facultad de Filosofía y Humanidades
dc.relation	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052003000100001
dc.relation	https://doaj.org/toc/0716-050X
dc.relation	https://doaj.org/toc/0718-0705
dc.source	Estudios Pedagógicos (Valdivia), Iss 29, Pp 7-26 (2003)
dc.subject	comunicación
dc.subject	educación
dc.subject	discurso
dc.subject	docente
dc.subject	communication
dc.subject	education
dc.subject	speech
dc.subject	teacher
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	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	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	DISCURSO DOCENTE EN EL AULA Educational discourse in the classroom
dc.type	article