La Retórica Epidíctica en el Marco Discursivo de las Prácticas Formativas del Trabajo en el Aula.

Abstract

Across the history, traditionally the speech epideictic has been defined in the light of the deliberative and judicial kind, determining it as a type of speech that alone was dealing with the persuasive technologies of ornament and neglecting the relevancy of his content. Nevertheless, this work tried to realize a new interpretation of the demonstrative one in the light of his worry for valuation in the educational space, to justify his relevancy as a basic element to analyze the formation of coincidence of thought as community or what the Greeks called homonoia, in ethical and cultural agreements inside the labor of the teacher in formation that they interact with social latent realities. Under this panorama, epideictic analyzed the discursive kind across four discourse teachers' speeches in formation of the program curricular of Master in Humanities and Castilian Language of the University Distrital Francisco Jose of Soaking and that realize his educational intervention in the Normal Top School Distrital Maria Montessori; this had for aim glimpse the world valuation that is given immediately after the educational phenomenon, and in what measure the representation of the praise and the censorship allows to lead to the formation of professional identity. In this respect the demonstrative speech is representative in the educational sphere, in the measure that is a reasoned possibility of analyzing the discursive practice as conductive element of cultural forms, of values that needs the school, under this panorama one sees to the praise and to the censorship as tools in the conformation of community.