Arloetako alfabetatzearen azterketa batxilergoko diziplinarteko proiektu batean. Kasu azterketa

Abstract

Tesi-lan honen helburu nagusia da aztertzea batxilergoko diziplinarteko proiektu batean arloetako alfabetatzeak nola lantzen diren. Helburuari erantzuteko kasu azterketa kualitatibo bat egin da eta sei jakintza-arloz (historia, matematika, euskara, gorputz hezkuntza, ekonomia, eta ingelesa) osatzen den diziplinarteko proiektua aztertu da. Batetik, irakasle eta ikasleen ahotsak jaso dira proiektuaren aurretiazko ezaugarriak ezagutzeko; bestetik, irakasleek proiekturako diseinatutako material didaktikoa aztertu da; eta azkenik, ikasle-irakasle elkarrekintzetan arloetako alfabetatzea garatzeko gako diren Funtzio Kognitibo Diskurtsiboak nola aldamiatzen diren aztertu da. Analisia Pluriliteracies Teaching for Deeper Learning (PTDL) markoan oinarritu da. Emaitza nagusien arabera, alde nabarmenak daude Funtzio Kognitibo Diskurtsiboek jakintza-arlo bakoitzean duten presentzian eta rolean, bai material didaktikoan, bai irakasleen eta ikasleen arteko elkarrekintzan ere. Azkenik, irakasleen diskurtsoetan ikusten da irakasleek hizkuntza-ikuspegi desberdinak dituztela, eta hori islatu egiten dela hala diseinatutako materialean, nola ikasgelako arloetako alfabetatzearen lanketan

The main objective of this thesis is to examine how subject-specific literacies are addressed in a multidisciplinary project in upper-secondary education. A qualitative case study was conducted to respond to the objective. The project analysed is composed of six subjects: history, mathematics, Basque, physical education, economics and English. First, the voices of teachers and students were collected in order to learn about the presage characteristics of the project; then, the teaching material designed by the teachers for the project was analysed; and finally, an analysis was made of how cognitive discursive functions (CDF), which are one of the keys for developing subject subjectspecific, are scaffolded through teacher-student interactions in the classroom. The analysis was based on the Pluriliteracies Teaching for Deeper Learning (PTDL) framework. The main results show differences in the presence and role of CDFs in each subject, both in the teaching material and in classroom interaction. Furthermore, different linguistic approaches were identified in teachers’ discourses, and this is reflected in the teaching material, as well as in the way subject-specifices are scaffolded in classroom interaction.