Resumen

GONZALEZ GARCIA, Javier. Debates in pre school classes through storytelling: Comparative study in Spain and México. Perfiles educativos [online]. 2007, vol.29, n.118, pp.54-78. ISSN 0185-2698.

Before the shortage of investigations around the discursive mechanisms that promote the knowledge shared, it is done necessary to continue the investigation around the educational strategies that promote the construction joint of the knowledge among the students. Four teachers, under a same task of discussion, they assume different goals that are going to influence in the elaboration of diverse strategies of construction of the knowledge. This article center in the process of joint elaboration of the information. For it, a) We devise a categories of analysis that permit to deepen in the joint construction of the knowledge from the reading of stories; b) We offer the description of diverse didactic sequences in function of this system of observation, and c) We analyze and we compare the evolution of the strategies of interaction. The sample is formed by two classes of two public schools of Burgos (Spain), and Tampico (México). In each class six groups of three children are observed. The decision on what children they form part of each group has delegated itself in the teachers. The joint analysis offers a very useful difference between two strategies of learning, that are keys in the narrations reading objectives: recovery and comprehension.

Palabras llave : Preschool education ; Cognitive process ; Teaching methods ; Knowledge co-construction strategies ; Story readings ; Sequential analysis.

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