Analysis of the rhetorical structure of the "Continuing Education" booklets published during the Social, Preventive and Compulsory Isolation

Authors

  • Andrés Espinoza-Cara Ministerio de Educación de Santa Fe, Rosario, Santa Fe, Argentina - Universidad Nacional de Rosario (UNR), Rosario, Santa Fe, Argentina
  • María Constanza Bauza Castellanos Ministerio de Educación de Santa Fe, Rosario, Santa Fe, Argentina - Universidad Nacional de Rosario (UNR), Rosario, Santa Fe, Argentina
  • Gabriela García-Huarque Ministerio de Educación de Santa Fe, Rosario, Santa Fe, Argentina

Keywords:

chemistry, pandemic, institutional coherence, rhetorical structure analysis, textbook

Abstract

In this work we analyzed the instructional coherence of the chemistry educational texts contained in the basic and oriented cycle booklets distributed by the National Ministry of Education from the beginning of classes in March until the winter break in July, as part of the program "Seguimos educando" (We continue educating), developed during the covid-19 pandemic. As a result, we found different rhetorical styles that allowed us to classify the texts into two different groups (Group A and B). The texts of group A present an affirmative dogmatic science model, a distant receiver model, a coherent didactic transmissive model and factuality that presents academic facts prioritizing definitions. The texts of group B present a close receiver model, a problematic didactic model and factuality where real facts predominate.

References

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UNICEF (2020). “Encuesta de Percepción y Actitudes de la Población. Impacto de la pandemia COVID-19 y las medidas adoptadas por el gobierno sobre la vida cotidiana” INFORME SECTORIAL: EDUCACIÓN UNICEF Argentina.

Published

2021-12-29

How to Cite

Espinoza-Cara, A. ., Bauza Castellanos, M. C., & García-Huarque, G. (2021). Analysis of the rhetorical structure of the "Continuing Education" booklets published during the Social, Preventive and Compulsory Isolation. Educación En La Química, 27(02), 166–173. Retrieved from https://educacionenquimica.com.ar/index.php/edenlaq/article/view/55

Issue

Section

Investigación en didáctica de la Química

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