El momento de la reflexión sobre la lengua en el aula: ¿explicación gramatical azarosa o sistematización de contenidos específicos?

Abstract

We observe that the treatment of specific contents of the Spanish language is limited to incidental moments of chance occurrence in native language classes both in high school and at the beginning of college in San Carlos de Bariloche. The explanations on the functioning of the native language are at the service of revising writing practices and mitigating mistakes. The dynamic relationships between language as an activity and languages as semiotic systems constitute the epistemological key from which we approach the teaching of language: a system enabling metalinguistic reflection. The analysis of teacher work, within the socio-discursive interactionist frame, is the methodological tool to contemplate prescriptive documents, tasks performed and teachers´ representations of their work.