Understanding repertoires of pedagogical practices and multiliteracies in Chilean schools

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dc.catalogadoryvc
dc.contributor.authorThibaut, Patricia
dc.contributor.authorLizasoain Conejeros, Andrea Bárbara
dc.contributor.authorLira-Muñoz, Ninoska
dc.date.accessioned2025-06-19T19:59:30Z
dc.date.available2025-06-19T19:59:30Z
dc.date.issued2025
dc.description.abstractIntroduction: We live in a context of cultural and linguistic diversity enhanced by the ubiquity of digital technology. This environment enables greater diversity in the way we construct meaning, make sense of the world and project identities, which challenges educational institutions to prepare new generations for the future. Studies have pointed to the importance of expanding pedagogical repertoires in the classroom and new ways of meaning-making. However, more research is needed in order to move beyond this analysis.MethodsThis qualitative study seeks to contribute to this research gap, by analyzing two Chilean schools with the objective of understanding the relationship between knowledge processes, types of modes used in the classroom and pedagogical repertoires. The methodology included the observation of 975 min of 12 language (Spanish) classrooms-grades 6th, 7th and 8th-in a rural and urban school, and interviews with teachers conducted at various moments of data collection. Data were analyzed through a mixed-methods approach.ResultsThe results suggest that there is a dissonance between the pedagogy of multiliteracies and the observed pedagogical and modality repertoires. The results show a predominance of traditional pedagogical practices in the Chilean classroom focused on conceptualization and, to a lesser extent, critical analysis through conventional modes such as written text and oral language.DiscussionConsequently, to move beyond traditional models, such as those observed in this study, emphasis should be placed on teaching semiotic modes that depart from the classical canon both in initial training and continuing professional development as well as on teaching pedagogical repertoires focused on contextualization and application. In this way, there would be a stronger balance between the cognitive, socio-emotional and embodied domains in the classroom. Therefore, experienced and functional pedagogy should have greater visibility, which is also related to the use of a greater variety of modes in educational contexts.
dc.format.extent13 páginas
dc.fuente.origenORCID
dc.identifier.doi10.3389/fcomm.2025.1523806
dc.identifier.urihttps://doi.org/10.3389/fcomm.2025.1523806
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/104714
dc.information.autorucFacultad de Letras; Lizasoaín Conejeros, Andrea Bárbara; S/I; 2432
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaFrontiers in Communication
dc.rightsacceso abierto
dc.rights.licenseCC BY Atribución Internacional 4.0
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectMultimodality
dc.subjectMultiliteracies
dc.subjectPedagogical practices
dc.subjectLearning
dc.subjectKnowledge processes
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleUnderstanding repertoires of pedagogical practices and multiliteracies in Chilean schools
dc.typeartículo
dc.volumen10
sipa.codpersvinculados2432
sipa.trazabilidadORCID;2025-06-16
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