El El rol de los gestos en la construcción de significados en el aula
DOI:
https://doi.org/10.17533/udea.ikala.v22n03a06Palabras clave:
función de los gestos, construcción de significados, vocabulario, clases de ciencias sociales, escuela primaria.Resumen
El presente trabajo analiza la función que cumplen los gestos realizados por docentes y alumnos durante el tratamiento de vocabulario específico, no familiar o poco frecuente en clases de ciencias sociales de la escuela primaria. Se empleó un procedimiento cualitativo, el método comparativo constante (Glasser & Strauss, 1967), para analizar aquellas secuencias interaccionales en las que docente y alumnos explicaron o aclararon el significado de una palabra, corrigieron el uso de un término o repararon una ruptura en la comunicación. Los resultados pusieron de manifiesto que todos los interlocutores de las secuencias interaccionales observadas –maestras y niños- realizan gestos cuando solicitan un término específico, describen acciones o un objeto en particular y cuando elaboran definiciones contextuales de manera conjunta. Aún cuando maestras y alumnos realizan los mismos gestos durante el tratamiento de palabras, la función que desempeñan los gestos de unos y otros varía dentro de la secuencia interaccional.
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