Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools

Autores
Amado, Bibiana María del Carmen; Borzone, Ana Maria
Año de publicación
2012
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This article aims to explore pedagogical materials that were elaborated to build bridges between the language and knowledge children develop in their homes and in school-based learning. Different studies made in rural contexts point to a considerable gap between processes of learning at home and those promoted at rural schools, a gap that causes high school failure rate in rural communities (Heredia & Bixio, 1991; Borzone & Rosemberg, 2000). In a framework that integrates socio-cultural theory and cognitive psychology, Amado (2010) explored knowledge involved in activity systems developed by peasants who live in Copacabana, a rural community in Cordoba, Argentina. On the basis of this re-search, ethnographically based reading books were designed for children who live in rural communities. These materials present the stories of children and recreate real events and forms of language that people employ to communicate in their speech community. The subjects, knowledge, manner of inter-action and dialect used in the stories are selected in the light of previous research in the community and the learning contents proposed by the official curriculum. When knowledge that children acquire at home is not considered at school, they do not have adequate access to decontextualized knowledge. For that reason, ethnographically based books integrate different concepts, language varieties and dis-course forms in order to promote children’s development in different socio-cultural milieux.
Fil: Amado, Bibiana María del Carmen. Universidad Nacional de Cordoba. Facultad de Lenguas. Centro de Invest.Linguisticas; Argentina
Fil: Borzone, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
Materia
ETHNOGRAPHIC BOOKS
ACTIVITY SYSTEMS
RURAL COMMUNITIES
LANGUAGE OF LEARNING
SCHOOL KNOWLEDGE
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/19112

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network_name_str CONICET Digital (CONICET)
spelling Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schoolsAmado, Bibiana María del CarmenBorzone, Ana MariaETHNOGRAPHIC BOOKSACTIVITY SYSTEMSRURAL COMMUNITIESLANGUAGE OF LEARNINGSCHOOL KNOWLEDGEhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This article aims to explore pedagogical materials that were elaborated to build bridges between the language and knowledge children develop in their homes and in school-based learning. Different studies made in rural contexts point to a considerable gap between processes of learning at home and those promoted at rural schools, a gap that causes high school failure rate in rural communities (Heredia & Bixio, 1991; Borzone & Rosemberg, 2000). In a framework that integrates socio-cultural theory and cognitive psychology, Amado (2010) explored knowledge involved in activity systems developed by peasants who live in Copacabana, a rural community in Cordoba, Argentina. On the basis of this re-search, ethnographically based reading books were designed for children who live in rural communities. These materials present the stories of children and recreate real events and forms of language that people employ to communicate in their speech community. The subjects, knowledge, manner of inter-action and dialect used in the stories are selected in the light of previous research in the community and the learning contents proposed by the official curriculum. When knowledge that children acquire at home is not considered at school, they do not have adequate access to decontextualized knowledge. For that reason, ethnographically based books integrate different concepts, language varieties and dis-course forms in order to promote children’s development in different socio-cultural milieux.Fil: Amado, Bibiana María del Carmen. Universidad Nacional de Cordoba. Facultad de Lenguas. Centro de Invest.Linguisticas; ArgentinaFil: Borzone, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; ArgentinaInternational Association for Research in L1 Education2012-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/19112Amado, Bibiana María del Carmen; Borzone, Ana Maria; Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools; International Association for Research in L1 Education; L 1 Educational Studies in Language and Literature; 12; 2012; 12-2012; 1-311578-6617CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://l1.publication-archive.com/show-volume/13info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:57:08Zoai:ri.conicet.gov.ar:11336/19112instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:57:09.027CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
title Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
spellingShingle Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
Amado, Bibiana María del Carmen
ETHNOGRAPHIC BOOKS
ACTIVITY SYSTEMS
RURAL COMMUNITIES
LANGUAGE OF LEARNING
SCHOOL KNOWLEDGE
title_short Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
title_full Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
title_fullStr Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
title_full_unstemmed Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
title_sort Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools
dc.creator.none.fl_str_mv Amado, Bibiana María del Carmen
Borzone, Ana Maria
author Amado, Bibiana María del Carmen
author_facet Amado, Bibiana María del Carmen
Borzone, Ana Maria
author_role author
author2 Borzone, Ana Maria
author2_role author
dc.subject.none.fl_str_mv ETHNOGRAPHIC BOOKS
ACTIVITY SYSTEMS
RURAL COMMUNITIES
LANGUAGE OF LEARNING
SCHOOL KNOWLEDGE
topic ETHNOGRAPHIC BOOKS
ACTIVITY SYSTEMS
RURAL COMMUNITIES
LANGUAGE OF LEARNING
SCHOOL KNOWLEDGE
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This article aims to explore pedagogical materials that were elaborated to build bridges between the language and knowledge children develop in their homes and in school-based learning. Different studies made in rural contexts point to a considerable gap between processes of learning at home and those promoted at rural schools, a gap that causes high school failure rate in rural communities (Heredia & Bixio, 1991; Borzone & Rosemberg, 2000). In a framework that integrates socio-cultural theory and cognitive psychology, Amado (2010) explored knowledge involved in activity systems developed by peasants who live in Copacabana, a rural community in Cordoba, Argentina. On the basis of this re-search, ethnographically based reading books were designed for children who live in rural communities. These materials present the stories of children and recreate real events and forms of language that people employ to communicate in their speech community. The subjects, knowledge, manner of inter-action and dialect used in the stories are selected in the light of previous research in the community and the learning contents proposed by the official curriculum. When knowledge that children acquire at home is not considered at school, they do not have adequate access to decontextualized knowledge. For that reason, ethnographically based books integrate different concepts, language varieties and dis-course forms in order to promote children’s development in different socio-cultural milieux.
Fil: Amado, Bibiana María del Carmen. Universidad Nacional de Cordoba. Facultad de Lenguas. Centro de Invest.Linguisticas; Argentina
Fil: Borzone, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental Dr. Horacio J.a Rimoldi; Argentina
description This article aims to explore pedagogical materials that were elaborated to build bridges between the language and knowledge children develop in their homes and in school-based learning. Different studies made in rural contexts point to a considerable gap between processes of learning at home and those promoted at rural schools, a gap that causes high school failure rate in rural communities (Heredia & Bixio, 1991; Borzone & Rosemberg, 2000). In a framework that integrates socio-cultural theory and cognitive psychology, Amado (2010) explored knowledge involved in activity systems developed by peasants who live in Copacabana, a rural community in Cordoba, Argentina. On the basis of this re-search, ethnographically based reading books were designed for children who live in rural communities. These materials present the stories of children and recreate real events and forms of language that people employ to communicate in their speech community. The subjects, knowledge, manner of inter-action and dialect used in the stories are selected in the light of previous research in the community and the learning contents proposed by the official curriculum. When knowledge that children acquire at home is not considered at school, they do not have adequate access to decontextualized knowledge. For that reason, ethnographically based books integrate different concepts, language varieties and dis-course forms in order to promote children’s development in different socio-cultural milieux.
publishDate 2012
dc.date.none.fl_str_mv 2012-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/19112
Amado, Bibiana María del Carmen; Borzone, Ana Maria; Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools; International Association for Research in L1 Education; L 1 Educational Studies in Language and Literature; 12; 2012; 12-2012; 1-31
1578-6617
CONICET Digital
CONICET
url http://hdl.handle.net/11336/19112
identifier_str_mv Amado, Bibiana María del Carmen; Borzone, Ana Maria; Activity systems as cultural, cognitive and linguistic contexts for improving reading and writing practices in rural schools; International Association for Research in L1 Education; L 1 Educational Studies in Language and Literature; 12; 2012; 12-2012; 1-31
1578-6617
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://l1.publication-archive.com/show-volume/13
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv International Association for Research in L1 Education
publisher.none.fl_str_mv International Association for Research in L1 Education
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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