Exploring One Colombian Adolescent’s Diverse Literacies in his Rural Community

Tatiana Becerra-Posada; Emily Mannard

doi:10.17227/rce.num92-17131

Autores/as

Tatiana Becerra-Posada Universidad de Córdoba https://orcid.org/0000-0003-3156-6907
Emily Mannard McGill University https://orcid.org/0000-0003-1734-6529

DOI:

https://doi.org/10.17227/rce.num92-17131

Palabras clave:

alfabetización, multialfabetización, educación rural, educación en alfabetización

Resumen

La visión del déficit ha sido un enfoque común para la investigación de las alfabetizaciones de los estudiantes rurales que, lamentablemente, continúa impregnando la política educativa y lingüística en todo el mundo. Organizaciones intergubernamentales como la Organización para la Cooperación y Desarrollo Económico han retratado a los estudiantes rurales en los países del Sur Global como estudiantes con déficits de alfabetización si sus prácticas generalmente carecen de las habilidades para participar en las prácticas tradicionales de alfabetización valoradas en la escuela. Estas representaciones deficitarias se utilizan contra los estudiantes rurales cuyas alfabetizaciones siguen estando excluidas de la política educativa y los planes de estudios. Este estudio de caso cualitativo aborda específicamente tales representaciones deficitarias problemáticas. Siguiendo un marco sociocultural de multialfabetizaciones, analizamos dos entrevistas semiestructuradas y artefactos para identificar las alfabetizaciones con las que se involucra a diario un joven rural. Los resultados indican que este joven rural se involucra en diversas alfabetizaciones que incluyen 1. Participar en formas de comunicación familiares, orales y encarnadas, 2. Analizar y componer textos multimodales para profundizar la comprensión en todos los contextos y 3. Aprovechar habilidades digitales críticas para desarrollar una identidad activista y cuestionar relaciones de poder en el ámbito nacional. Discutimos las implicaciones de una visión ampliada de la alfabetización para los educadores. Esperamos que este estudio contribuya a la investigación de la alfabetización basada en la equidad que aboga por el reconocimiento y la inclusión de las alfabetizaciones vernáculas de los estudiantes rurales en la escuela.

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Biografía del autor/a

Tatiana Becerra-Posada, Universidad de Córdoba

Tatiana ha sido profesora de inglés como lengua extranjera (ILE) y formadora de docentes durante 10 años en la Universidad de Córdoba, Colombia. Actualmente está cursando su doctorado en el Departamento de Estudios Integrados en Educación (DISE) de la Universidad McGill en Montréal, Canadá. Sus intereses de investigación incluyen la formación de docentes, las metodologías de investigación descoloniales, las alfabetizaciones digitales críticas y el aprendizaje del inglés en contextos rurales.

Emily Mannard, McGill University

Emily Mannard es profesora de inglés y de estudios sociales en niveles de educación secundaria y estudiante de doctorado en el Departamento de Estudios Integrados en Educación de la Universidad McGill en Montreal, Canadá. Su investigación impulsada por la comunidad se basa en alfabetizaciones de adolescentes y textos/tecnologías emergentes, y tiene como objetivo crear entornos de aprendizaje de alfabetización atractivos y equitativos que se sientan vivos.

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