Relaciones entre currículo y prácticas docentes. A propósito de los géneros de estudio y su enseñanza en Lengua y Literatura en nivel secundario

Abstract

In secondary school, discursive genres, along with textual and linguistic knowledge, are taught specifically within Language and Literature, although they pertain to different academic disciplines. These discursive genres, which focus on explanation, transmission, and appropriation of knowledge (genres of study), aim to develop students' reading and comprehension skills. The main objective of this paper is to review this knowledge about genres of study and/or expositive texts within Language and Literature classes in the basic cycle of secondary school in Provincia de Río Negro, Argentina. This will be accomplished through a qualitative investigation of the transformations in teaching objects. The curricular design of Escuela Secundaria Rionegrina (ESRN) is analyzed and compared to that of Núcleos de Aprendizajes Prioritarios (NAP). Additionally, two widely circulated school manuals, along with classes and teachers' voices, are also analyzed. Among the genres of study and abstract prototypical schemes such as expository texts, theoretical indistinctions are observed, highlighting a didactic problem within school discipline.