English teaching in primary schools of areas affected by poverty in Santa F: thinking a critical perspective in specific didactics. Contributions from a study for a master’s degree thesis

Authors

  • Sandra Trevisani ISP n° 8

DOI:

https://doi.org/10.14409/ie.v0i11.8202

Keywords:

esocially productive knowledge, construction of subjectivity, foreign language, critical perspective, poverty

Abstract

The present article presents a part of a master's
thesis conclusion that studies teaching a foreign
language (English) in primary schools in contexts of
vulnerability in Santa Fe, Argentina. It takes over a
prescription derived from the national education act
(Ley Nacional de Educación Nr. 26206/06), whose
Article 87, Chapter II, reads: The teaching of at least
one foreign language will be compulsory in all primary
and secondary schools in the country. This thesis studies
the 7th grade class –where English is a curricular
subject– of schools located in marginal neighborhoods
of the city and analyzes the necessary institutional and
pedagogical conditions for its implementation from the
point of view of critical didactics. Poverty and education
constitute territories with particularities that identify and
differentiate them; in which children, as culture subjects,
are made visible, and in which a teaching practice
is considered as a non–alienating process with a
non–hegemonic discourse that consider cultural aspects
promoting the construction of identity and subjectivity.
In this way, the possibilities of building socially productive
knowledge in the classroom are studied. [...]

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Published

2019-05-02

How to Cite

Trevisani, S. (2019). English teaching in primary schools of areas affected by poverty in Santa F: thinking a critical perspective in specific didactics. Contributions from a study for a master’s degree thesis. Itinerarios Educativos, (11), 96–114. https://doi.org/10.14409/ie.v0i11.8202

Issue

No. 11 (2018): Itinerarios Educativos

Section

Research

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