Buscarle la vuelta a la fotocopia: Un estudio de trayectorias textuales en una escuela secundaria de adultos desde la sociolingüística de la escritura.

Abstract

This paper reconstructs the textual trajectories of study materials in an adult secondary school in Bariloche (Argentina). It studies the effects of the recontextualization of genres from different (academic or professional) social spaces in an adult education classroom, focusing on linguistic/semiotic resources and patterns of organization of discourse that index legitimized social voices and discourses of authority. Two instances of (re)entextualization are analyzed: a) the transformation (adaptation) of the original material by the teachers, and b) the resemiotisation of the written material into an oral text as part of a collective reading event, involving hybridization between different genres, sociolinguistic resources, and discursive practices. The findings show a descending textual trajectory from the perspective of sociolinguistic prestige considering the repertoires of resources deployed, which simultaneously enables greater sociocultural appropriation by the students. In addition, the teachers’ decisions regarding recontextualization and (re)entextualization strategies can be considered acts of agency and indicate a critical stance towards the hegemonic literacy regime in adult education. Through a sociolinguistic and ethnographic approach to writing practices in adult education, this paper aims to contribute to the situated design of mediation strategies in sociolinguistically diverse classrooms.