La respuesta silente en el aula, una práctica por moderar

Abstract

This investigation is developed in a cualitative method and the resignification of the orality importance way in the school it bacame after identify the restricted discursive interaction between teachers and students in cycle V, because in many opportunities the students lackings of habilities to express themselves in formal places or moments. According with this, was established an hermeneutical- interpretative paradigm and a investigation-action designe, they reflected through the implementatios of some investigation instruments, the need of intervene inside the classroom with the designe and implementation of a workshop series to boost the oral comunicative competence absent in the students. On the same way we choose the conscious mediation in argument process from the achademic discussion, with a linguistic discursive perspective to strengthen the oral comunicative competence on studentes of two schools. Above it was developed with a theoric base provided by authors like Gutiérrez (2010), Vilá (2011), Halliday (1982, 2001), Baena (1989), Plantin (2004), Calsamiglia (1994), among others. Thanks to the previous, the people manage or modify behaviors and actions without noticing can noticing on a negative way their academic, work and social projection.