Análisis de la construcción conjunta del conocimiento en los debates postnarrativosestudio comparativo en dos estilos docentes a lo largo del último curso de educación infantil

Abstract

This research is a description of communicative strategies and resources upon which two teachers provoke debate over tales among pupils aged five and six years old. First premise is teaching-learning turns up to be a communication process itself. Categorisation relies on observation criteria steadily getting systematized. We endeavour these system categories to be flexible besides complying with exhaustibity and exclusivity requirements. We focus on conversational strategies these two teachers resort to with their pupils, how they request a speech and its communicative meaning working-out and the way children assimilate these strategies. We establish the conversational shift as unit of analysis, that supposes a link in the chain of the verbal communication, responding to the prior interventions and anticipating the answers of other speakers. Its interpretation will be done inside the most extensive framework of the didactic sequence, reflecting how the shifts and its meaning they charge sense in a determined cultural and social context. The joint analysis offers a very useful difference between two strategies of learning, that are keys in the narrations reading objectives: recovery and comprehension.