DIDACTICS IN LANGUAGE AND LITERATURE FROM AN ETHNOGRAPHIC PERSPECTIVE. DEVELOPMENTS IN TEACHING AND RESEARCH

Carolina Cuesta

Abstract

This article proposes a review of the epistemological -and also methodological- problems to be addressed in research developments concerning language teaching and literature from an ethnographic perspective. Particularly in the following lines, I focus on the conceptual discussions supporting the style of ethnographic research that implies a whole position regarding the research carried out in schools where questions arise on reading and writing taught to children in primary education, of young people in secondary and higher education or university in the framework of classes teaching language and literature, as well as initial literacy. Likewise, this standpoint supposes the choice of certain lines of contemporary ethnography that place teachers as  rotago nists of the realities researched as carriers of specific knowledge on these same issues and also regarding their variability in different territories of the country. For this reason, the ethnographic perspective in the teaching of language and literature is not valid without the articulation of teaching with research as a way of conceiving teacher training in its entirety.