El discurso del docente en clase de lengua y literatura: entre la facilitación y la portación de saberes

Abstract

In this paper we analyze three different language and literature classes of equal length delivered at secondary level in three Argentinean provinces. Our aim is twofold: on the one hand, study to what extent, how and in what contexts teachers act as facilitators of learning or as carriers of knowledge, and on the other make use of a research methodology that allows teachers to analyze their practices in the contexts in which they are developed. The theory informing this research is Systemic Functional Linguistics with a focus on the intepersonal metafunction and Appraisal Theory. The results of our analysis show very different options in the negotiation of the Tenor of the situation, manifested at the lexical and grammatical level in different modes and expressions of attitudes. These differences are closely related to the contexts of situation in which the classes were being taught.