La conversación en el aula como medio para reflexionar sobre los procesos de lectura y escritura en Segundo de Bachillerato Internacional: un estudio de caso

Abstract

This paper analyzes whether and how literary conversation in the classroom can become a means to teach and learn critical reading practices and academic writing of literary texts in a group of Second International Baccalaureate (BGU) students, from a school of Loja-Ecuador. Methodologically, it is a qualitative research focused on an instrumental case study. The data collection took place through the video recording and transcription of six virtual class sessions around the work Brave New World by Aldous Huxley. From these data, the teaching actions (Sensevy, 2007) and the tasks mobilized by the students (Lerner 2001) were identified and characterized. Likewise, self-confrontation interviews were conducted with the teacher in order to better understand the teaching and learning processes of literary texts through the exercise of orality. Although our research does not yield exhaustive data, it allowed us to show that conversation in the classroom is essential for students to learn to read and understand the work, and for the teacher to improve her activity.