Interacciones en el Aula, una Mirada desde la Experiencia de Aprendizaje Mediado, el Análisis Conversacional y la Inclusión en Contexto de Alto Índice de Vulnerabilidad Escolar
Within the framework of sociocultural theory, knowledge is understood as a product of social interaction and culture. From this perspective, both the Experience of Mediated Learning (EAM) and Conversational Analysis (AC), have been validated as study units that allow us to enter the study of the int...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/211014 |
| Acceso en línea: | https://hdl.handle.net/10533/211014 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Sumario: | Within the framework of sociocultural theory, knowledge is understood as a product of social interaction and culture. From this perspective, both the Experience of Mediated Learning (EAM) and Conversational Analysis (AC), have been validated as study units that allow us to enter the study of the interactions present in the classroom through the observation of language as a cultural tool that allows to understand the teaching-learning processes. The present investigation explores the relationship between the social interactions present in the classroom in high IVE contexts, for which purpose it was sought to relate the presence of EAM Criteria, with the Interactions between teacher-student, from the perspective conversational, and the promotion of inclusive practices in the classroom. This research is an exploratory-type case study for which classes were observed through EAM guidelines along with types of exchanges from the conversational perspective and a guideline of the Inclusion Index related only to educational practices in the classroom. These observations were analyzed through the use of the VideoGraph software and application of the Chi-square statistical technique, giving an account of the complementarity between these two theories, that is, establishing that there is a relationship between the presence of EAM and Interchange criteria from the conversational perspective and how they are integrated to generate practices that promote inclusion in the classroom. |
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