Fórmulas de tratamiento nominales del profesorado y estudiantado de escuelas públicas de la Región de La Araucanía: Relaciones y roles discursivos en interacciones orales en el aula
Fórmulas de tratamiento nominales del profesorado y estudiantado de escuelas públicas de la Región de La Araucanía: Relaciones y roles discursivos en interacciones orales en el aula
Authors
Errázuriz Cruz, María
Aguilar Peña, Paula
Cocio Seguel, Andrea
Aguilar Peña, Paula
Cocio Seguel, Andrea
Authors
Date
2022
Datos de publicación:
10.4067/S0718-09342022000100363
Keywords
Fórmulas de tratamiento - Prácticas docentes - Interacciones discursivas - Discurso escolar - Estrategias de cortesía verbal
Collections
Abstract
Dado que las interacciones en el aula de escuelas chilenas han mostrado una estructura discursiva poco participativa, una prevalencia del discurso docente y la presencia mayoritaria de preguntas de bajo nivel cognitivo (Medina, Valdivia & San Martín, 2014), profundizando la inequidad del sistema escolar, resulta relevante el objetivo de analizar las fórmulas de tratamiento de docentes y estudiantes en ese contexto y así entender más profundamente la naturaleza de estas interacciones. Definimos las fórmulas de tratamiento como las variadas clases de expresiones que pueden utilizar los emisores para referirse a sus interlocutores, cuyo uso sirve también para construir vínculos afectivos entre los participantes de una interacción o establecer estrategias de cortesía (Kerbrat-Orecchioni, 2010). En relación con el método, corresponde a un estudio descriptivo de diseño cualitativo cuyo corpus fue el conjunto de interacciones discursivas filmadas de once profesoras y sus estudiantes de siete escuelas públicas de la Región de La Araucanía escogidas aleatoriamente y por disponibilidad. De este modo, se videograbaron tres clases de 45 minutos de cada docente, cuyas interacciones fueron transcritas y, luego, analizadas mediante el programa Dedoose. Entre los resultados se destaca que las profesoras usan expresiones más bien afectivas para referirse a sus estudiantes colectivamente y en ocasiones individualmente como ‘chicos’, ‘chiquillos’, ‘amigos’ y sin realizar distinciones de género. Asimismo, los estudiantes, en general, utilizan el término ‘tía’ para aludir a su profesora, ocultando de algún modo su verdadero rol de maestra o pedagoga y limitando su función a una de relación o parentesco.
Given that the interactions in the Chilean schools classroom have shown in its discursive structure little participation, a prevalence of the teacher’s discourse and the majority presence of questions of low cognitive level (Medina, Valdivia & San Martín, 2014), going in depth in the inequality of the school system, the objective of analyzing the teachers and students forms of address in that context is relevant, and thus understand more deeply the nature of these interactions. The forms of address are defined as the different types of expressions that the speakers can use to refer to their interlocutors whose use also serves to build affective bonds between the participants in an interaction or establish politeness strategies (Kerbrat-Orecchioni, 2010). In relation to the method, it corresponds to a descriptive study of qualitative design whose corpus was the set of discursive interactions from filmed teaching practices of eleven teachers and their students from seven public schools in the Araucanía Region chosen randomly and by availability. In this way, three 45-minute classes were videotaped by each teacher whose interactions were transcribed and then analyzed using the Dedooseprogram. Among the results, it is highlighted that the teachers use rather affective expressions to refer to the students collectively and sometimes individually as chicos, chiquillos (guys), amigos (friends) without making any gender distinction. Additionally, the students, in general, use the termtía (aunt) to refer to the teacher, somehow hiding their true role as a teacher and limiting their role to one of relationship or kinship.
Given that the interactions in the Chilean schools classroom have shown in its discursive structure little participation, a prevalence of the teacher’s discourse and the majority presence of questions of low cognitive level (Medina, Valdivia & San Martín, 2014), going in depth in the inequality of the school system, the objective of analyzing the teachers and students forms of address in that context is relevant, and thus understand more deeply the nature of these interactions. The forms of address are defined as the different types of expressions that the speakers can use to refer to their interlocutors whose use also serves to build affective bonds between the participants in an interaction or establish politeness strategies (Kerbrat-Orecchioni, 2010). In relation to the method, it corresponds to a descriptive study of qualitative design whose corpus was the set of discursive interactions from filmed teaching practices of eleven teachers and their students from seven public schools in the Araucanía Region chosen randomly and by availability. In this way, three 45-minute classes were videotaped by each teacher whose interactions were transcribed and then analyzed using the Dedooseprogram. Among the results, it is highlighted that the teachers use rather affective expressions to refer to the students collectively and sometimes individually as chicos, chiquillos (guys), amigos (friends) without making any gender distinction. Additionally, the students, in general, use the termtía (aunt) to refer to the teacher, somehow hiding their true role as a teacher and limiting their role to one of relationship or kinship.