Resumen

MANGHI H., Dominique; BADILLO V., Carolina  y  VILLACURA A., Paula. Semiotic literacy in History classes: Mediation strategies from a multimodal approach. Perfiles educativos [online]. 2014, vol.36, n.146, pp.63-79. ISSN 0185-2698.

Observing teaching through a multimodal approach allows us to see the way in which teachers use multiple semiotic resources assembled as strategies to teach literacy to their students. Each teacher reconstructs a pedagogical discourse based on the subject they are teaching; that is why the combinations of semiotic options used by a teacher -so his/her students learn to reason and communicate- differ. This research is developed from a social semiotic perspective, based on two case studies on History classes in Secondary Education in Chile. A multimodal analysis is carried out on the audiovisual records of a single didactic unit taught by each teacher. The findings show the teaching strategies of both teachers on both a macro and micro level. The macro strategies correspond to global configurations of significance that organize the development of the teaching practices, whilst the macro strategies show the moments in which the teachers mediate the construction of technical elements and seek the affiliation of the students to the version of History being proposed.

Palabras llave : Literacy; History teaching; Discourse analysis; Semiotics; Teacher activities; Teaching strategies.