Onomastic Discourse Study to the Characterization of the Quotidian Education
This research article presents the results of a study of name day discourse, from the pragmatic-linguistic perspective, and from the hermeneutic-interpretative method, to characterize everyday education. The study had two stages: an exploratory selection/lexical opinion survey was applied to people...
Furkejuvvon:
| Váldodahkki: | |
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| Materiálatiipa: | Online |
| Giella: | espánnjágiella |
| Almmustuhtton: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| Fáttát: | |
| Liŋkkat: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2863 |
| Fáddágilkorat: |
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| Čoahkkáigeassu: | This research article presents the results of a study of name day discourse, from the pragmatic-linguistic perspective, and from the hermeneutic-interpretative method, to characterize everyday education. The study had two stages: an exploratory selection/lexical opinion survey was applied to people from a school community. Then, a study of salience to the onomastics of the speech community was carried out. It was found that the speakers hold and infer information as daily educational processes, synchronously and diachronically. It was also possible to determine that everyday Education is distinguished by its textual and discursive character, in opposition to the grammaticality and special discursiveness of school and media education. Therefore, it is possible to say that daily education is the linguistic, cognitive and educommunicative base of the other two. It concludes with the partial characterization of the concept. |
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