Influencia del discurso docente en las actitudes violentas de los niños de grado tercero de la institución mercedes ábrego de la ciudad de montería

Abstract

This research focuses on teacher discourse and its influence on student attitudes, which are related to school violence. The teacher's discourse plays a configurative role in the actions that take place in the classroom, being this not only an academic scenario but also a social space. Actions such as the analysis, characterization, description and interpretation of the discourse are proposed, in order to identify the reasons for a problem that is generated in the classroom and is projected in daily actions of the students. The methodology implemented is qualitative, carried out through direct observation and case study, in which was found how teachers carry out their work and how it can influence the thinking and behavior of the students. Once the focus of discursive production and reproduction in the classroom is examined, the moments in the teaching work in which the emission is generated and the reflection of attitudes emanated from the discourse are determined, as well as the actions and reactions of the actors within from the classroom. A series of impressions arise about the transmission of the teaching discourse and the receptive effects that are given in the students, finally exposing, recommendations in order to generate a discursive change that tries to generate a climate of classroom that evidences, respect, equality, dialogue, assertiveness and coherence between what is said and done in school.