Discourse analysis and values in literary stories: scenarios for building a culture of peace in sixth grade

Abstract

The school is called to be a determining factor in the self-management of educational policies, aimed at the formation of the new citizen that is required and where the teacher should not theorize about values, but take them to the field of everyday life, in which students can discover them. The purpose of the study presented was to train sixth grade students in a culture for peace based on the analysis of discourse and the values present in literary stories. In the development of the theoretical framework, the proposals of authors such as Fairclough (1989, 1992, 1995); Solé (1992, 1998); Calsimiglia and Tusón, (2002); Bravo and Herrera (2011); Galán (2012); Pérez, Pérez and Sánchez (2013); Moreno (2016); Castro (2017), along with others. The research is framed in the Socio-Critical paradigm, with a qualitative approach, to search for answers based on observation, field diary and semi-structured interviews with 13 students and a teacher from a private educational institution located in the municipality from Puerto Colombia, close to Salgar in the department of Atlántico. Based on the results obtained, the pedagogical proposal entitled "Let's Live a Culture for Peace from Discourse and Present Values in Literary Stories" was designed, with which it was sought to show the benefits of using discourse and present values in literary stories. At the end of its implementation, the students were able to understand how through discourse the link is established between the social members of a group and the implications that this has on social interactions.