Una mirada desde Bourdieu, al lenguaje y a las competencias
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Universidad Distrital Francisco José de Caldas
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El articulo pretende establecer las bases teóricas de Bourdieu para interrogar las evaluaciones masivas de lenguaje en Colombia, desde el punto de vista de su papel frente a: la comprensión de nuestra cultura; los efectos de la desigualdad social; el lenguaje y las condiciones sociales que posibilitan las competencias; las constantes lingüísticas y las variaciones sociológicamente significativas; la manipulación de sentidos sin relación con el contexto; la condición institucional que garantiza su imposición; el poder simbólico que describe un cierto ser de la escuela; la validez de usos lingüísticos, prácticas pedagógicas, costumbres educativas y políticas educativas; y las sanciones negativas del mercado escolar a los usos de las clases más desprovistas.
The article intends to establish Bourdieu's theoretical bases to question massive language evaluations in Colombia and their role in relation to: our cultural understanding; the effects of social inequity, language and social conditions that determine possible competences; linguistic constants and sociologically significant variations; the manipulation of senses that are not related to the context; the institutional condition that guarantees its imposition; the symbolic power that describes a certain person at school; the validity of linguistic uses, pedagogical practices, educational customs and educational policies; and the negative sanctions of the school market addressed to the least privileged classes.
The article intends to establish Bourdieu's theoretical bases to question massive language evaluations in Colombia and their role in relation to: our cultural understanding; the effects of social inequity, language and social conditions that determine possible competences; linguistic constants and sociologically significant variations; the manipulation of senses that are not related to the context; the institutional condition that guarantees its imposition; the symbolic power that describes a certain person at school; the validity of linguistic uses, pedagogical practices, educational customs and educational policies; and the negative sanctions of the school market addressed to the least privileged classes.
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