Entre contextos: un análisis crítico del discurso de la alfabetización familiar, las prácticas discursivas y las subjetividades de la alfabetización

Rebecca Rogers


Este artículo se basa en un estudio etnográfico de dos años de las vidas y de la alfabetización de dos afroamericanas que vivían en un ambiente de pobreza urbana. El estudio demuestra como June Treader y su hija mayor Vicky utilizan eficientemente el lenguaje y la alfabetización en su hogar y su comunidad y aún así fallan en capitalizar esta competencia dentro de la escuela, al punto de que Vicky es ubicada en educación especial. Para ilustrar la complejidad de la alfabetización en la vida de June Treader, presento tres contextos discursivos: el discurso de la escuela, el discurso de madre y el discurso del Comité de Educación Especial. Cada uno de estos contextos proporciona puntos cruciales (Fairclough, 1995) o momentos de tensión, en los que los marcadores lingüísticos e institucionales sugieren las formas en que cada contexto discursivo insiste en ciertas relaciones con la alfabetización y pone de manifiesto ciertas subjetividades. Utilizando el análisis crítico del discurso (Fairclough, 1995; Gee, 1996) el artículo va más allá de las explicaciones existentes de porqué los niños y las familias que provienen de hogares minoritarios fracasan en la escuela.

Palabras clave

Alfabetización familiar, análisis crítico del discurso, educación urbana, educación especial, identidades alfabetizadas

Texto completo:



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DOI: http://dx.doi.org/10.35956/v.8.n2.2008.p.81-132

Copyright (c) 2016 Rebecca Rogers

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Revista Latinoamericana de Estudios del Discurso 
Una publicación de la Asociación Latinoamericana de Estudios del Discurso (ALED)
Revista Latino-Americana de Estudos do Discurso
Uma publicação da Associação Latino-Americana de Estudos do Discurso (ALED)

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.