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Asimismo, se formula, para abordarlo de una manera más unificadora y totalizante, un planteamiento metodológico en forma abierta, sobre la base de ensayos experimentales. Esta propuesta se inscribe dentro de un enfoque netamente comunicativo y receptivo de la obra literaria. PALABRAS CLAVE Análisis textual, modelos abiertos, Teoría de la Recepción; comunicación literaria.","publication_date":"1990,,","publication_name":"Cauce Revista De Filologia Y Su Didactica","grobid_abstract_attachment_id":"98107622"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"es","title":"Hacia el comentario de texto como estrategia comunicativa: proyección docente","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [255721912]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":98107622,"attachmentType":"pdf"}"><img alt="First page of “Hacia el comentario de texto como estrategia comunicativa: proyección docente”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/98107622/mini_magick20240803-1-r8rtam.png?1722666348" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Hacia el comentario de texto como estrategia comunicativa: proyección docente</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="255721912" href="https://independent.academia.edu/JesusJimenezCordero"><img alt="Profile image of Jesus Jimenez Cordero" class="ds-work-card--author-avatar" src="https://gravatar.com/avatar/df35279bdacc3248ddb17469b1726945?s=65" />Jesus Jimenez Cordero</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">1990, Cauce Revista De Filologia Y Su Didactica</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">16 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 96121342; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Se ofrece con este trabajo una incursión en diversos aspectos-tanto de la inserción teórica een la comunicación literaria, como de la práctica en sf-que parece imprescindible tener en cuenta para la operación del Comentario de Textos escolar. Asimismo, se formula, para abordarlo de una manera más unificadora y totalizante, un planteamiento metodológico en forma abierta, sobre la base de ensayos experimentales. Esta propuesta se inscribe dentro de un enfoque netamente comunicativo y receptivo de la obra literaria. PALABRAS CLAVE Análisis textual, modelos abiertos, Teoría de la Recepción; comunicación literaria.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":98107622,"attachmentType":"pdf","workUrl":"https://www.academia.edu/96121342/Hacia_el_comentario_de_texto_como_estrategia_comunicativa_proyecci%C3%B3n_docente"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":98107622,"attachmentType":"pdf","workUrl":"https://www.academia.edu/96121342/Hacia_el_comentario_de_texto_como_estrategia_comunicativa_proyecci%C3%B3n_docente"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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El primer apartado comenta los rasgos que tenía y la función que ocupaba el CT de textos literarios en épocas inmediatamente anteriores a la implantación de la Reforma. En el segundo se defiende que el CT es una práctica auténtica de comunicación fuera de los centros académicos y se exploran sus características, habilidades y procesos, para poder delimitar a continuación los rasgos didácticos que deberían tener las prácticas de aula. En tercer lugar, un ejemplo de análisis y comentario de una columna de opinión permite mostrar algunas de las aportaciones que las ciencias del lenguaje han realizado en las últimas décadas.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"El comentario de texto en el enfoque comunicativo","attachmentId":33642756,"attachmentType":"pdf","work_url":"https://www.academia.edu/6976870/El_comentario_de_texto_en_el_enfoque_comunicativo","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/6976870/El_comentario_de_texto_en_el_enfoque_comunicativo"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="85659176" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/85659176/Educomunicaci%C3%B3n_y_ODS_en_la_did%C3%A1ctica_del_comentario_de_texto">Educomunicación y ODS en la didáctica del comentario de texto</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="955536" href="https://usal.academia.edu/ROSANAMART%C3%8DNVEGAS">ROSA ANA MARTÍN VEGAS</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Los ODS. Avanzando hacia una educación sostenible , 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Educomunicación y ODS en la didáctica del comentario de texto","attachmentId":90290331,"attachmentType":"pdf","work_url":"https://www.academia.edu/85659176/Educomunicaci%C3%B3n_y_ODS_en_la_did%C3%A1ctica_del_comentario_de_texto","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/85659176/Educomunicaci%C3%B3n_y_ODS_en_la_did%C3%A1ctica_del_comentario_de_texto"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="28436270" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/28436270/La_pedagog%C3%ADa_como_texto">La pedagogía como texto</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="53322426" href="https://uba.academia.edu/DarioHernanArevalos">Dario Hernan Arevalos</a></div><p class="ds-related-work--abstract ds2-5-body-sm">El presente trabajo que se inscribe en dentro del marco del Seminario “ Pedagogías críticas, experiencias de la praxis y movimientos pedagógicos en América Latina”, nace con el interés de explorar e indagar las experiencias que se ha venido dando en las últimas décadas sobre las narrativas docentes, el papel que a través de éstas el docente asume, los entramados que se generan a partir del intercambio “entre pares” , el aspecto pragmático del conocimiento producido y si a través de estas experiencias es posible pensar una alternativa al discurso pedagógico hegemónico. Para realizar este trabajo, he decidido tomar como punto de referencia la Red DHIE , hacer una reconstrucción histórica acerca de su creación y señalar sus vínculos a otras redes –nacionales e internacionales- con las que: “coinciden en considerar la suma importancia que tiene el hecho de encontrarse con otros colectivos y redes de maestros de distintos países, como una posibilidad de ampliar los horizontes de trabajo y fortalecer los vínculos entre los educadores de la región, con el desafío de construir un modelo de educación contrahegemónico.” Ello es así dado que desde el año 1992 se ha ido consolidando instancias de intercambios llamada “Encuentros Iberoamericanos” donde se han ido definiendo aspectos comunes tales como la investigación realizada por los docentes “al ras de la experiencia”, o sea, desde la escuela. De esta manera, pretendemos acercarnos desde la red DHIE a un conjunto de experiencias político-pedagógica que trascienden las fronteras nacionales y por medio de las cuales nos permitan repensar ciertos postulados sedimentados de la tradición crítica en educación y pedagogía: que nos ha llevado muchas veces no solo a la inmovilidad a la hora de pensar en la transformación social sino que, a través suyo , se han silenciado y desperdiciado experiencias alternativas críticas propiciadas desde Latinoamérica por considerarlas no válidas/no críticas o no académicas.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"La pedagogía como texto","attachmentId":48784296,"attachmentType":"doc","work_url":"https://www.academia.edu/28436270/La_pedagog%C3%ADa_como_texto","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/28436270/La_pedagog%C3%ADa_como_texto"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="92034018" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/92034018/Percepci%C3%B3n_docente_sobre_costumbres_metodol%C3%B3gicas_de_argumentaci%C3%B3n_informal_en_el_comentario_de_texto">Percepción docente sobre costumbres metodológicas de argumentación informal en el comentario de texto</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="122152433" href="https://um-es.academia.edu/Mar%C3%ADaIsabeldeVicenteag%C3%BCeJara">María Isabel de Vicente-Yagüe Jara</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Española de Pedagogía, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Percepción docente sobre costumbres metodológicas de argumentación informal en el comentario de texto Teacher perception of methodological habits for informal argumentation in text commentary</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Percepción docente sobre costumbres metodológicas de argumentación informal en el comentario de texto","attachmentId":95152930,"attachmentType":"pdf","work_url":"https://www.academia.edu/92034018/Percepci%C3%B3n_docente_sobre_costumbres_metodol%C3%B3gicas_de_argumentaci%C3%B3n_informal_en_el_comentario_de_texto","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/92034018/Percepci%C3%B3n_docente_sobre_costumbres_metodol%C3%B3gicas_de_argumentaci%C3%B3n_informal_en_el_comentario_de_texto"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="14455503" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14455503/Pr%C3%A1cticas_y_concepciones_de_alumnos_bachilleres_al_escribir_comentarios_de_textos_narrativos">Prácticas y concepciones de alumnos bachilleres al escribir comentarios de textos narrativos</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="31300023" href="https://unam.academia.edu/ErnestoHern%C3%A1ndezRodr%C3%ADguezErnestoHeRo">Ernesto Hernández Rodríguez (Ernesto HeRo)</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Este trabajo identifica y caracteriza algunas concepciones de alumnos de bachillerato sobre las propiedades del comentario escrito de un texto narrativo en un ambiente académico, y algunas maneras en que aplican esos criterios para redactar y corregir sus textos. El enfoque corresponde al estudio de la intencionalidad en el desempeño en el marco de los estudios de la textualidad. Los ejemplos representativos de los textos nos permiten apreciar las concepciones sobre el comentario escrito de una lectura narrativa y, en la práctica, la intencionalidad en las decisiones para escribir y editar los textos. Se presenta el diseño metodológico de elicitación para que los estudiantes escribieran comentarios, el procedimiento de caracterización y clasificación de los textos y las categorías propuestas para estudiar los textos en términos del tipo de información, los tipos de texto y los recursos discursivos.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Prácticas y concepciones de alumnos bachilleres al escribir comentarios de textos narrativos","attachmentId":38313170,"attachmentType":"pdf","work_url":"https://www.academia.edu/14455503/Pr%C3%A1cticas_y_concepciones_de_alumnos_bachilleres_al_escribir_comentarios_de_textos_narrativos","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/14455503/Pr%C3%A1cticas_y_concepciones_de_alumnos_bachilleres_al_escribir_comentarios_de_textos_narrativos"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="44937836" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44937836/Estrategias_discursivas_para_la_evaluacio_n_negativa_en_comentarios_escritos_de_docentes_universitarios">Estrategias discursivas para la evaluación negativa en comentarios escritos de docentes universitarios</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4456577" href="https://ungs.academia.edu/Luc%C3%ADaNatale">Lucía Natale</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Signos. Estudios de Lingüística , 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Los comentarios escritos que los docentes universitarios realizan sobre los textos de sus estudiantes siguen, fundamentalmente, dos propósitos: expresar una evaluación (positiva o negativa) y retroalimentar la producción escrita (Kumar & Strake, 2011). En este último caso, los profesores ofrecen orientaciones e indican qué ajustes pueden introducirse para que el escrito se acerque a las formas aceptadas en una cultura disciplinar. Las evaluaciones, a su vez, pueden estar más o menos abiertas a la negociación, según los recursos discursivos seleccionados para su construcción. Partiendo de los aportes de la Lingüística Sistémico Funcional (Halliday, 1994; Martin & White, 2005), este artículo presenta un análisis cualitativo de tres estrategias discursivas (ED) (Menéndez, 2005) empleadas por docentes universitarios en comentarios escritos que expresan evaluaciones negativas sobre las producciones de sus estudiantes. Las estrategias -que hemos denominado ‘Rechazar’, ‘Ajustar’ y ‘Problematizar’- construyen, respectivamente, evaluaciones que responden a las escalas (Thompson & Hunston, 2000) de lo correcto/incorrecto, preciso/impreciso e incuestionable/cuestionable, que se refieren concretamente a los contenidos conceptuales y a la construcción de saberes por parte de los estudiantes. Para su reconocimiento, hemos considerado los saberes evaluados (términos, datos fácticos, metodología de investigación, por ejemplo) y la manera en que se negocian los posicionamientos intersubjetivos (Martin & White, 2005). Los resultados encontrados muestran que las evaluaciones negativas ofrecen mayor o menor margen a la negociación, de acuerdo con el tipo de conocimiento evaluado. Palabras Clave: Escritura académica, comentarios escritos, evaluación negativa, estrategias discursivas, negociación.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Estrategias discursivas para la evaluación negativa en comentarios escritos de docentes universitarios","attachmentId":65465121,"attachmentType":"pdf","work_url":"https://www.academia.edu/44937836/Estrategias_discursivas_para_la_evaluacio_n_negativa_en_comentarios_escritos_de_docentes_universitarios","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44937836/Estrategias_discursivas_para_la_evaluacio_n_negativa_en_comentarios_escritos_de_docentes_universitarios"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="18114337" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/18114337/El_comentario_de_textos_orales_coloquiales">El comentario de textos orales coloquiales</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28244161" href="https://uv.academia.edu/AntonioHidalgoNavarro">Antonio Hidalgo-Navarro</a></div><p class="ds-related-work--abstract ds2-5-body-sm">In the last decade, the study of oral language has provoked the interest of a lot of linguists. The most genuine oral expression is colloquial conversation, but its study and its description are subordinate to a lot of difficulties from a grammatical point of vue. The aim of present wor k is to be an introduction to the analysis of the oral texts, specially for anyone wh o intends to describe, at the firts time, all the linguistic phenomena in this kind of discourse.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"El comentario de textos orales coloquiales","attachmentId":39882618,"attachmentType":"pdf","work_url":"https://www.academia.edu/18114337/El_comentario_de_textos_orales_coloquiales","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/18114337/El_comentario_de_textos_orales_coloquiales"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="25843634" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/25843634/UPAEP_TEHUACAN_Las_estrategias_argumentativas_en_textos_escritos_por_estudiantes_de_formacion_docente1">UPAEP TEHUACAN Las estrategias argumentativas en textos escritos por estudiantes de formacion docente1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3630218" href="https://upaep.academia.edu/FaustoMorfin">Fausto Morfin</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Resumen El propósito principal de este estudio fue examinar cuáles eran las estrategias discursivas empleadas por estudiantes de formación docente de la Maestría en Educación en UPAEP Tehuacán en la composición escrita argumentativa. Mediante el estudio de casos y aplicando el método de análisis del discurso fue posible caracterizar las estrategias discursivas empleadas por estudiantes en una muestra de veinticinco textos producidos. El estudio reveló: a) las carencias en los estudiantes en la orientación argumentativa global y en el empleo de estrategias retóricas y en las operaciones argumentativas necesarias para estructurar el discurso con orientación social; b) la ausencia de entrenamiento en los procedimientos discursivos para incrementar la eficacia de su discurso al convencer o persuadir. Estos hallazgos indican carencias profundas en los estudiantes, relacionados con el pensamiento analítico y crítico que afecta su desempeño en lengua escrita, para interpretar y componer un texto, para acceder al conocimiento y estructurar el lenguaje y el pensamiento. Palabras Clave: Estrategias argumentativas, discurso escrito, estudiantes de formación docente. Abstract The main purpose of this study was to examine which discursive strategies were employed by students of teacher education students of the Master of Education in UPAEP Tehuacán, while writing an argumentative text. By means of case studies, and applying the discourse analysis method, it was possible to characterize the discursive strategies employed in a sample of twenty five texts produced by students. The study 0 0 9 2 revealed: a) students lack of global argumentative orientation, of rhetoric strategies and of argumentative operations necessary for structuring discourse with social orientation; b) absence of training in discursive procedures for students to increase their 0 0 9 2 efficacy when trying to convince or persuade. These findings indicate students profound lack of analytical and critical thought, which affects their performance in written language, their ability to interpret and produce a text, to access knowledge and to structure their language and thought.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"UPAEP TEHUACAN Las estrategias argumentativas en textos escritos por estudiantes de formacion docente1","attachmentId":46209326,"attachmentType":"docx","work_url":"https://www.academia.edu/25843634/UPAEP_TEHUACAN_Las_estrategias_argumentativas_en_textos_escritos_por_estudiantes_de_formacion_docente1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/25843634/UPAEP_TEHUACAN_Las_estrategias_argumentativas_en_textos_escritos_por_estudiantes_de_formacion_docente1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="1261325" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1261325/El_comentario_de_textos_desde_la_ling%C3%BC%C3%ADstica_del_texto">El comentario de textos desde la lingüística del texto</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1986304" href="https://unav.academia.edu/ManuelCasadoVelarde">Manuel Casado-Velarde</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1997</p><p class="ds-related-work--abstract ds2-5-body-sm">1. El texto como unidad del habla.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"El comentario de textos desde la lingüística del texto","attachmentId":21360754,"attachmentType":"pdf","work_url":"https://www.academia.edu/1261325/El_comentario_de_textos_desde_la_ling%C3%BC%C3%ADstica_del_texto","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1261325/El_comentario_de_textos_desde_la_ling%C3%BC%C3%ADstica_del_texto"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="93020557" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/93020557/APRENDIZAJE_A_PARTIR_DEL_TEXTO_ESCOLAR_ESCRITO_EN_ESTUDIANTES_DE_EDUCACI%C3%93N_MEDIA_EN_VENEZUELA_UNA_VISI%C3%93N_DESDE_LA_TEOR%C3%8DA_DE_LA_ACCI%C3%93N_COMUNICATIVA">APRENDIZAJE A PARTIR DEL TEXTO ESCOLAR ESCRITO EN ESTUDIANTES DE EDUCACIÓN MEDIA EN VENEZUELA: UNA VISIÓN DESDE LA TEORÍA DE LA ACCIÓN COMUNICATIVA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4246176" href="https://cassiovandenberg.academia.edu/UrsulaAnecleto">Úrsula C U N H A Anecleto</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Gestão & Aprendizagem, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">El presente artículo tiene como objetivo analizar el aprendizaje a partir del texto escolar escrito en la Educación Media Venezolana con una visión desde la Teoría de la Acción Comunicativa de Habermas. Metodológicamente se trata de una investigación bibliográfica, en la que se analizan definiciones de la lectura establecidas por Smith (1983), Goodman (1982) Rosenblat (1996) y Parodi (2012) y la Teoría de la Acción Comunicativa (TAC) de Habermas (2012). Una vez analizadas las contribuciones de la TAC al aprendizaje a partir de textos, se reconoce la lectura como práctica social y colaborativa, donde aprender del texto escolar no representa una lectura individual y aislada, sino un encuentro que permite la interpretación y construcción de significados de manera colectiva. Igualmente, se plantea la escuela no solo como institución y agencia dominante en la enseñanza de la lectura y escritura, con sus perspectivas pedagógicas tradicionales de concebir la lectura como proceso de decodificación, vocalización, reproducción de información, procesamiento y comprensión de información, sino también como lugar donde debe promoverse el aprendizaje a partir del texto escrito como forma de construir y transformar un conocimiento, donde se reconozca la lectura como práctica social, y como forma de interactuar, discutir y acordar significados.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"APRENDIZAJE A PARTIR DEL TEXTO ESCOLAR ESCRITO EN ESTUDIANTES DE EDUCACIÓN MEDIA EN VENEZUELA: UNA VISIÓN DESDE LA TEORÍA DE LA ACCIÓN COMUNICATIVA","attachmentId":95874082,"attachmentType":"pdf","work_url":"https://www.academia.edu/93020557/APRENDIZAJE_A_PARTIR_DEL_TEXTO_ESCOLAR_ESCRITO_EN_ESTUDIANTES_DE_EDUCACI%C3%93N_MEDIA_EN_VENEZUELA_UNA_VISI%C3%93N_DESDE_LA_TEOR%C3%8DA_DE_LA_ACCI%C3%93N_COMUNICATIVA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/93020557/APRENDIZAJE_A_PARTIR_DEL_TEXTO_ESCOLAR_ESCRITO_EN_ESTUDIANTES_DE_EDUCACI%C3%93N_MEDIA_EN_VENEZUELA_UNA_VISI%C3%93N_DESDE_LA_TEOR%C3%8DA_DE_LA_ACCI%C3%93N_COMUNICATIVA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":98107622,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":98107622,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_98107622" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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