Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This reflection is inspired by my 20-year experience as a teacher educator, as well as by the opportunity I had to coordinate, for one year, the commission in charge of updating the Program Training Project (PFP) of the Bachelor's Degree in Literature and Spanish Language of Universidad de Antioquia’s Department of Education. These experiences, together with the discussions held in 2020 during the first update of the PFP built in 2013, evoked my interest in teachers’ political education. Therefore, I point out need for a spiral education, whose movement responds both to vital reflections on the right to life of subjects and nature, as well as to the study and generation of proposals where social, scientific, cultural, and aesthetic development is at the service of an economy of good living and politics of existence.  I also present a tour of the major social, political, and educational events of the last eight years in Colombia, which have been characterized by social struggles that evidence a weariness of certain sectors of society in the face of the progressive loss of values which should, according to this reflection, be present from the cradle to the grave for all men and women. Finally, I focus on the importance of conceiving education from a perspective of planetary poetics that allows building a different world.

This paper presents the emerging categories identified in the description of rhetoric and argumentative skills in rights of petition lodged by students of a university institution in Antioquia, Colombia, in 2019. Twelve rights of petition were analyzed, out of the total number of those lodged by students in that year (three out of every four undergraduate programs in that institution), which were elaborated as questionnaires, by means of a rubric validated in previous research. Therein, three emerging categories were identified. Later, a focus group was organized, where six out of twelve questionnaire petitioners participated. After the recording had been transcribed, it was assessed by means of a triple-entry matrix. The results evidenced the emerging categories in the focus group, allowing to collect empirical and conceptual elements for describing and conceptualizing them. Socially punishable situations, predominantly manipulative enunciations, and the narration of events are reported as evidence in this type of discursive genre, thus affecting its argumentative quality.    

In the Colombian context, research on the linguistic assessment of various linguistic facts has increased in recent decades. These collect the perceptions, evaluations, beliefs, and assessments of users regarding the specific linguistic varieties and situations of speech communities in the national territory. This study reviews, in a systematic and descriptive way, the publications related to advanced linguistic attitudes in Colombia from 1999 to 2021. It describes the research themes, methodological approaches, and the main findings of each study. A qualitative approach is mostly used in research, and there are few studies with a mixed or quantitative approach. Data collection is carried out via the Likert scale, questionnaires, and semi-structured and structured interviews. In the case of extralinguistic variables, place of origin, age, educational level, and gender prevail. It is concluded that the Bogotan variety obtains a positive assessment and is taken as a normative reference. Research works on linguistic attitudes focus on the various dialectal varieties, especially the dialects of the Andean and Coastal superdialects. In contrast, there are few works on the Llanero and Amazonian dialects. Moreover, deficiencies are found in research on the perception of native and non-native speakers regarding indigenous languages, Creoles, and Colombian Sign Language.

This speech, presented during the 2021 inaugural lesson of the Master's Degree in Mother Tongue Pedagogy at Universidad Distrital, addressed the forms of media reconstruction regarding the local reality of the Paro Nacional [National Strike] of 2021, which took place between April and June in different cities of the country. To approach an answer in this regard, the theory and methodology projected by the critical version of van Dijk, Butler, Kress, van Leeuwen, and others’ discourse studies were used as well as the microsociology proposed by Erving Goffman and his technique of interactional detail. The results show that there was a decline in the symbols of authority personified in historical characters of power, thus allowing to conclude that the new faces of the great absolute father, as the historian Pierre Legendre said, were replaced by a multiple paternal symbol that took shape through a palimpsestic, ephemeral overlay writing.

This research describes the methodological adaptation carried out by teachers of Chinese as a foreign language in the context of emergency remote teaching context produced by the COVID-19 pandemic in Costa Rica in 2020. An exploratory qualitative approach was adopted which included the participation of eleven teachers who responded to an online questionnaire and participated in a focus group discussion. The results suggest that information and communication technologies played a major role in this methodological adaptation and that, thanks to their integration into the teaching staff’s methodology, the continuity of teaching in their courses’ four macrocompetences could be ensured. It was also found that, for the development of the four language skills, a very varied range of activities was used, and a greater participation of students in their learning was achieved. As a conclusion, it was confirmed that the adaptations led to a considerable increase in the working hours of Chinese teaching staff.

This article presents the partial results of the doctoral research titled The salvation of listening: The didactics of beauty. Didactic configurations for the training of listening discursive subjects. Its objective is to postulate the components of listening training as didactic principles applicable in different educational contexts and social processes by means of the didactic configurations of listening. Dialogism and analogical hermeneutics are the epistemological basis of this study. An own research methodology is proposed which is based on the hermeneutics of listening and allows analyzing three different scenarios, as well as the limits of the listening conditions of a) seven children, deaf and hearing, who create a dance work; 2) four professional experts working with survivors of the armed conflict in Colombia; and 3) a group of university dance students deliberating within the framework of National Student Strike. Both hermeneutical and cross-analyses of class observations in contexts a and c, as well as in-depth interviews in scenario b, allow understanding the phenomenon of listening from its multidimensionality and conceptualizing it as a virtue. In conclusion, this research results in a didactic proposal of listening to train sensitive, ethical, and deliberative discursive subjects, based on disposition and proportionality.

T There are several methodologies that seek to improve the revision and rewriting process, including peer review and tutorials between a novice and a more experienced writer (Bradley & Thouësny, 2017; Corcelles, Cano, Mayoral, & Castelló, 2017; Ramírez & López, 2018, among others). In the case of tutorials, analyses of oral comments in the interaction between participants are scarce. The aim of this work is to classify the statements that allow for non-directive feedback, as well as to evaluate whether there is an improvement in the text. To this effect, an analysis was performed on the assertive statements during a tutoring session to revise and rewrite the draft of a mini-essay, using the concept of speech acts (Searle 1969), specifically assertive ones (Instituto Cervantes, 2006). From the recording of the tutorial obtained via Google Meet, a content analysis (Ruiz Olabuénaga, 2007) of assertive speech acts was carried out, obtaining a corpus of 91 out of a total of 172 statements. The texts were then evaluated by three blind peers, and their ratings were compared. The main findings are: a) 17 modalities of assertive feedback: asking, warning, identifying, conceptualizing, defining, rephrasing, clarifying, reiterating, exemplifying, illustrating, quoting, using analogy (or comparison), contrasting, contextualizing, correcting, presenting varied solutions, and reinforcing; b) there is no significant improvement between the draft text and the final version. It is concluded that the presence of assertive speech acts contributes to the formative character of communicative assessment, whose objective is fostering the learner's autonomy as a writer.

This article presents the results of a collaborative training strategy for designing blended learning (b-l) environments in reading skills aimed at teachers in training. Methodologically, a design-based research strategy is used since it allows approaching creation in two dimensions: an object of study and a didactic implementation to promote learning. The data obtained were analyzed using Nvivo 11 software to find and explain the relationships between the categories proposed in the study. The analysis of the resultsallowed us to establish that collaborative work represents a complex challenge for teachers in training, but a great contributionin the didactic design of b-l environments in reading skills. It was concluded that working collaboratively requires training that develops assertive communication processes and positive interdependence, important for professional performance. Likewise, the scope of the collaborative strategy in the strengthening of didactic and technological competencies involved in the blended learning model was evidenced.

The purpose of this article is to review the literature related to studies on orality and establish how it has been defined, and the areas it has impacted in the last two decades. To this end, an own research methodology is proposed, called the word circle,which enables critical reflexivity with the academic contributions that have contributed to defining orality as a field of study in this period. The findings allow us to contemplate the emergence of the concept of orality from the relationships that are wovenbetween orality, language, culture, and society. This fact poses challenges at the disciplinary, didactic, dialogical, and methodological levels in educational.