Abstract

ROSALES CUEVA, JOSÉ HORACIO  and  BRETON GARCIA, MÓNICA. Scope and limitations of the category context in reading during the training of language teachers. Zona prox. [online]. 2023, n.39, pp.82-102.  Epub Feb 18, 2024. ISSN 2145-9444.  https://doi.org/10.14482/zp.39.417.258.

The word context is a precise category in the field of language sciences, but the use of the term has proliferated in all fields of knowledge and in everyday life. In educational spaces, and unlike the cotext, it refers to everything that surrounds a significant object and that in some way influences it. Such use has scope and limitations in the teaching-learning dynamics, especially when it serves to evade the understanding of the internal complexity of an object of study. Criticism of this term causes a lot of strangeness and arouses passionate resistance in users, but this study examines the evidence for the discursive and procedural use of context in language learning experiences and some limits and scope in analytical reading processes.

The students of a teacher-training program in language and literature obtained, in the last five years (2015-2019), results that demonstrate certain weaknesses in critical reading performance. The statistical data that support this statement were provided by the Colombian university responsible for the degree and reflect the achievements of future teachers evaluated in national standardized tests called Saber Pro. Among various problems, this research identified the particular use of context as a resource that it would allow the student to evade the demonstration of the conjectures constructed during the reading. This phenomenon was recognized by a group of professors from the academic program and ratified by the semiotic examination of 38 literary analysis reports, prepared by future teachers. In these writings, it is found that the way of understanding the context avoids the correlation of interpretive hypotheses with textual data that, without having been considered, are replaced by information of doubtful explanatory relevance. Subsequently, some of the students participated in a workshop learning text analysis mode to avoid biased uses of context, but without omitting it. This resulted in an improvement in the construction of the analytical reading of complex verbal sentences and some generalizable conclusions in various learning domains about the reading analytical procedures.

Keywords : education; teaching training; reading; literary criticism; context.

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