Tertulias literarias dialógicas e interacciones: un estudio desde las voces de los y las estudiantes en el contexto de una escuela municipal de la comuna de Mulchén.
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
El presente estudio tiene como objetivo describir, desde la perspectiva de los y las estudiantes, el tipo de interacción que se promueve en las Tertulias Literarias Dialógicas, considerando el rol que asume el moderador, en el contexto de una escuela municipal. El enfoque de la investigación es cualitativo y la muestra está constituida por 16 estudiantes de primer y segundo ciclo básico, que participan de Tertulias Literarias Dialógicas. El instrumento utilizado para la recolección de datos son grupos focales. Se desarrolló análisis temático en base a tres categorías deductivas, Rol del moderador, Interacción entre estudiante-profesor e Interacción entre estudiantes. De acuerdo a los resultados se concluye que, el rol que asume el moderador generó un diálogo en igualdad de condiciones, brindando un espacio en donde todos los participantes tuvieron la oportunidad de expresar sus ideas y pensamientos, contribuyendo en las interacciones dialógicas y sociales entre estudiante-profesor y entre estudiantes.
The objective of this study is to describe, from the students' perspective, the type of interaction that is promoted in Dialogical Literary Gatherings, considering the role assumed by the moderator, in the context of a municipal school. The research approach is qualitative and the sample is made up of 16 first and second basic cycle students, who participate in Dialogical Literary Gatherings. The instrument used for data collection is focus groups. Thematic analysis was developed based on three deductive categories, Role of the moderator, Interaction between student-teacher and Interaction between students. According to the results, it is concluded that the role assumed by the moderator generated a dialogue on equal terms, providing a space where all participants had the opportunity to express their ideas and thoughts, contributing to the dialogic and social interactions between students-teacher and among students.
The objective of this study is to describe, from the students' perspective, the type of interaction that is promoted in Dialogical Literary Gatherings, considering the role assumed by the moderator, in the context of a municipal school. The research approach is qualitative and the sample is made up of 16 first and second basic cycle students, who participate in Dialogical Literary Gatherings. The instrument used for data collection is focus groups. Thematic analysis was developed based on three deductive categories, Role of the moderator, Interaction between student-teacher and Interaction between students. According to the results, it is concluded that the role assumed by the moderator generated a dialogue on equal terms, providing a space where all participants had the opportunity to express their ideas and thoughts, contributing to the dialogic and social interactions between students-teacher and among students.
Description
Tesis presentada para optar al título de Profesor de Educación Diferencial con Mención en Discapacidad Intelectual
Keywords
Grupos focales, Interacción social, Inclusión (Educación), Igualdad