Browsing by Author "Concha, Soledad"

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    "An Evil Text": Chilean National Writing Plan and Students Becoming Writers with Villainy
    (2023) Garcia-Gonzalez, Macarena; Errazuriz, Valentina; Concha, Soledad; Saona, Ignacia
    This article examines high school students' responses to an exercise from the Chilean National Writing Plan which invited students to "write an evil text." The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence.
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    “An Evil Text”: Chilean National Writing Plan and Students Becoming Writers with Villainy
    (2023) García González, Macarena; Errázuriz, Valentina; Concha, Soledad; Saona Urmeneta, María Ignacia; Glasgow University; Pontificia Universidad Católica de Chile; Universidad de O'Higgins; Universidad de La Frontera
    This article examines high school students’ responses to an exercise from the Chilean National Writing Plan which invited students to “write an evil text.” The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence.
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    ¿Cómo enseñar a enseñar lenguaje?: prácticas esenciales para la formación inicial de educadoras de párvulos
    (2021) Louzano, Paula; Lagos, Claudia; Meneses, Alejandra; Strasser, Katherine; Barraz, Gabriela; Mendive, Susana; Villallón, Malva; Bertoglio, Marcela; Romero, Silvia; Concha, Soledad; Manrique, María Soledad; Rosemberg, Celia; Rolla, Andrea, Orellana, Pelusa; Rolla, Andrea; Meneses, Alejandra; Concha, Soledad; Levy, Denise; Castro, Trinidad
    Este libro se centra en la enseñanza del lenguaje en la formación inicial de educadoras y educadores de párvulos. Se trata de una problemática que se inscribe en el desafío más amplio de mejorar la calidad de la formación inicial docente tanto en nuestro país como en Latinoamérica.Fruto de la colaboración entre instituciones formadoras, se proponen contenidos y metodologías para enseñar a implementar en el aula prácticas que la evidencia ha reconocido como esenciales para el desarrollo del lenguaje y la alfabetización inicial. Una cuestión clave es que estas prácticas exigen una adaptación reflexiva a la luz de conocimientos disciplinarios y pedagógicos-disciplinarios sobre niños y niñas y sobre cada contexto, un tipo de razonamiento docente que debe desarrollarse en el marco de la formación inicial.En suma, este libro invita a la comunidad nacional y regional a involucrarse en la formación inicial basada en la práctica y enfocada en la puesta en acto reflexiva de prácticas esenciales que pueden tener efectos duraderos sobre las próximas generaciones.