Località nella pratica dell'alfabetizzazione critica: Una revisione critica dei quadri e modelli
DOI:
https://doi.org/10.6092/issn.1970-2221/11471Parole chiave:
pratica in classe, alfabetizzazione critica, località, quadri e modelliAbstract
Negli anni, sono stati creati un numero rilevante di framework e modelli per aiutare a tradurre in pratica la teoria - altamente filosofica - dell'alfabetizzazione critica. Il modo in cui questi modelli sono stati tradotti nella pratica didattica in classe è un'area poco esplorata. Il presente studio ha rivisto criticamente tali quadri applicati nelle classi delle arti linguistiche e dell'educazione linguistica degli ultimi vent'anni. Adattando la classificazione proposta da Luke e Woods (2009), la revisione critica divide i modelli in: pedagogia critica, approcci testuali e pratici. L'applicazione dei modelli individuati nella presente rassegna sfida le rigide divisioni tra approcci critici e testuali, poiché il testo svolge ancora un ruolo importante. La categoria aggiuntiva di approcci pratici è creata per fare riferimento a quadri che combinano gli approcci critici e testuali e includono principi maggiormente centrali dell'alfabetizzazione critica con una maggiore attenzione alle pratiche in classe. I più recenti framework stanno abbracciando sempre più principi chiave dell'alfabetizzazione critica, ma il principio delle località non ha ancora posto in queste modelli. Tuttavia, un piccolo numero di pratiche in classe ha incluso attentamente le località nella progettazione e nell'attuazione dell'alfabetizzazione critica.
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