Despertar las realidades socioculturales en los profesores en formación a través de una pedagogía de las multiliteracidades
DOI:
https://doi.org/10.26817/16925777.844Palabras clave:
Realidades socioculturales, pedagogía de las multiliteracidades, docentes en formación, aprendizaje de lenguas, diseñoResumen
El aprendizaje de una lengua basado en las realidades socioculturales de los educandos promete ser una experiencia significativa que han de atesorar cuando traten de resolver asuntos prácticos de la vida diaria. Este artículo reporta una investigación cuyo objetivo fue fomentar el aprendizaje de una lengua construido socioculturalmente en un grupo de profesores de inglés en formación. Este es un estudio de caso cualitativo apoyado en el paradigma constructivista social, el cual toma como base la pedagogía de las multiliteracidades a través de los Procesos de Conocimiento y el Concepto de Diseño (Cope y Kalantzis, 2009) para incluir diversos modos de comunicación y ampliar las posibilidades de compromiso de los estudiantes con el texto y el mundo social y cultural que los rodea. Los resultados indican que mientras los estudiantes tienen la oportunidad de explorar, reflexionar y co-construir conocimiento promovido socioculturalmente, ellos a la vez se involucran en una experiencia de construcción de significado que les permite dar sentido a la lengua que están aprendiendo. De este modo, los participantes dieron la bienvenida a la diversidad y adquirieron conocimientos socioculturales al involucrarse con una pedagogía de las multiliteracidades.
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