Analysis of the rhetorical structure of the "Continuing Education" booklets published during the Social, Preventive and Compulsory Isolation
Keywords:
chemistry, pandemic, institutional coherence, rhetorical structure analysis, textbookAbstract
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.
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Copyright (c) 2021 Andrés Espinoza-Cara, María Constanza Bauza Castellanos, Gabriela García-Huarque
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
