MOVIMIENTOS DISCURSIVOS DOCENTES QUE APORTAN A UN CLIMA DE TRABAJO ÁULICO EN CLAVE DE DIALOGICIDAD.

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Bibliographic Details
Title:	MOVIMIENTOS DISCURSIVOS DOCENTES QUE APORTAN A UN CLIMA DE TRABAJO ÁULICO EN CLAVE DE DIALOGICIDAD.
Authors:	ÁNGEL BERMUDEZ, GONZALO MIGUEL¹ gbermudez@unc.edu.ar, D'ALOISIO, FLORENCIA² daloisio@unc.edu.ar, OTTOGALLI, MARÍA EMILIA³ emilia.ottogalli@unc.edu.ar, GARCÍA, LÍA PATRICIA⁴ liapgarcia@gmail.com
Source:	Revista Mexicana de Investigación Educativa. 2025, Vol. 30 Issue 106, p683-715. 33p.
Subject Terms:	Discourse analysis, Student participation, Middle schools, Constructivism (Education), *Student engagement, Middle class
Abstract (English):	Given the importance of didactic discourse to promote learning, this article investigates which teaching discursive movements (TDM) contribute to a work environment that fosters dialogicity to teach socio-environmental issues related to biodiversity. In a qualitative study of descriptive scope, the authors set up a case study based on the records of 11 Ecology classes in a middle school in Argentina. Based on a socio-cultural approach, they conducted a discourse analysis to identify and characterize 29 TDM, clustered in two categories: "work climate" (6) and "points of view/dialogicity" (23). The results show that, in a socio-constructivist framework for teaching and learning, the TDM that encourage and sustain student participation are essential to promote dialogicity within the classroom. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Dada la importancia del discurso didáctico para favorecer el aprendizaje, este artículo indaga cuáles movimientos discursivos docentes (MDD) orquestan un clima de trabajo promotor de la dialogicidad para enseñar problemáticas socioambientales que afectan la biodiversidad. En una investigación cualitativa de alcance descriptivo, configuramos un estudio de caso a partir de los registros de 11 clases de Ecología de una escuela secundaria en Argentina. Desde la investigación sociocultural, realizamos un análisis del discurso para identificar y caracterizar 29 MDD, agrupados en dos categorías: "clima de trabajo" (6) y "puntos de vista/dialogicidad" (23). Los resultados indican que, en un marco socioconstructivista de enseñanza y aprendizaje, los MDD que promueven y mantienen la participación del estudiantado son clave para facilitar la dialogicidad áulica. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Given the importance of didactic discourse to promote learning, this article investigates which teaching discursive movements (TDM) contribute to a work environment that fosters dialogicity to teach socio-environmental issues related to biodiversity. In a qualitative study of descriptive scope, the authors set up a case study based on the records of 11 Ecology classes in a middle school in Argentina. Based on a socio-cultural approach, they conducted a discourse analysis to identify and characterize 29 TDM, clustered in two categories: "work climate" (6) and "points of view/dialogicity" (23). The results show that, in a socio-constructivist framework for teaching and learning, the TDM that encourage and sustain student participation are essential to promote dialogicity within the classroom. [ABSTRACT FROM AUTHOR]
ISSN:	14056666