Violencia simbólica y discurso docente en el aula de clase : un estudio de caso en un centro de educación básica alternativa de Lima
Fecha
2019
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Universidad Antonio Ruiz de Montoya
Resumen
La investigación busca identificar los mecanismos discursivos, los significados e interpretaciones de la realidad en los docentes pertenecientes a la Educación Básica Alternativa. Estos discursos se encuentran cargados de violencia simbólica, que se define como la imposición de significaciones legítimas provenientes de la cultura hegemónica. La modalidad de Educación Básica Alternativa está caracterizada por estudiantes que padecen las particularidades de la cultura hegemónica. La investigación es de tipo cualitativo, centrado en un estudio de caso. El recojo de la información se hizo a través de la técnica de la observación participante; y la misma se analizó con herramientas fundadas por el Análisis Crítico del Discurso. Los resultados arrojaron diversos mecanismos a los cuales los docentes suelen recurrir durante sus clases: presuposiciones, utilización de elementos abstractos, recursos léxicos específicos, posicionamiento de autoridad por parte del docente, valoraciones personales y encapsulamiento de la memoria. En ese sentido, se concluye que los discursos reproducen violencia simbólica en los estudiantes pertenecientes a la modalidad de Educación Básica Alternativa.
The research seeks to identify the discursive mechanisms, meanings and interpretations of reality in teachers belonging to Alternative Basic Education. These discourses are loaded with symbolic violence, which is defined as the imposition of legitimate meanings coming from the hegemonic culture. The modality of Alternative Basic Education is characterized by students who suffer the particularities of the hegemonic culture. The research is qualitative, focused on a case study. The gathering of information was done through the technique of participant observation; and it was analyzed with tools based on the Critical Discourse Analysis. The results yielded diverse mechanisms to which the teachers usually resort during their classes: presuppositions, use of abstract elements, specific lexical resources, positioning of authority on the part of the teacher, personal valuations and encapsulation of the memory. In this sense, it is concluded that the discourses reproduce symbolic violence in students belonging to the modality of Alternative Basic Education.
The research seeks to identify the discursive mechanisms, meanings and interpretations of reality in teachers belonging to Alternative Basic Education. These discourses are loaded with symbolic violence, which is defined as the imposition of legitimate meanings coming from the hegemonic culture. The modality of Alternative Basic Education is characterized by students who suffer the particularities of the hegemonic culture. The research is qualitative, focused on a case study. The gathering of information was done through the technique of participant observation; and it was analyzed with tools based on the Critical Discourse Analysis. The results yielded diverse mechanisms to which the teachers usually resort during their classes: presuppositions, use of abstract elements, specific lexical resources, positioning of authority on the part of the teacher, personal valuations and encapsulation of the memory. In this sense, it is concluded that the discourses reproduce symbolic violence in students belonging to the modality of Alternative Basic Education.
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Palabras clave
Análisis del discurso, Educación básica alternativa, Violencia, Hegemonía, Profesores, Relación estudiante-profesor, Educación