Perspectivas postestructurales en la enseñanza del Inglés en Colombia rural

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DOI:

https://doi.org/10.17227/pys.num61-20276

Palabras clave:

enseñanza del inglés, tendencias del lenguaje, postestructuralismo, docentes rurales de inglés

Resumen

Este artículo teórico reflexivo explora la intersección de las perspectivas postestructuralistas y las tendencias en la Enseñanza del Inglés (ELT), específicamente en áreas rurales de Colombia, abordando políticas lingüísticas que priorizan los aspectos utilitarios del inglés mientras descuidan su esencia intercultural. El objetivo es abogar por un enfoque postestructuralista en la reconfiguración de la educación en inglés en contextos rurales colombianos, desafiando paradigmas utilitarios para promover la inclusividad, equidad y justicia social dentro de los marcos de aprendizaje de idiomas. Basándose en una extensa investigación y en los estudios doctorales en curso del autor, el artículo explora las urdimbres entre tendencias lingüísticas, dinámicas de poder e ideologías lingüísticas dentro de la ELT. El documento discute las implicaciones del postestructuralismo en la ELT colombiana, haciendo hincapié en la necesidad de un cambio de paradigma. Al adoptar una perspectiva más inclusiva, el estudio destaca el potencial transformador de los marcos postestructuralistas en fomentar una educación lingüística equitativa.

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2024-07-01

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Peláez-Henao, O. A. (2024). Poststructural Perspectives in English Teaching in Rural Colombia. Pedagogía y Saberes, (61), 179–193. https://doi.org/10.17227/pys.num61-20276

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