Entrevista a Anne Haas Dyson: “La escritura infantil está entramada con el dibujo, el habla, el canto y el juego”

• Atorresi, Ana ^[1] ; Eisner, Laura ^[1]
  1. [1] Universidad Nacional de Río Negro

     Universidad Nacional de Río Negro

     Argentina

     
• Localización: Enunciación, ISSN-e 0122-6339, ISSN 2248-6798, Vol. 26, Nº. Extra 0, 2021 (Ejemplar dedicado a: Escritura e identidad), págs. 178-185
• Idioma: español
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• Resumen
  • español

    Anne Haas Dyson comenzó a dictar clases a comienzos de la década de 1970, como maestra, y continúa haciéndolo hoy, como profesora, en la Facultad de Educación de la Universidad de Illinois. Hace unos 50 años que investiga, mediante métodos etnográficos, los procesos sociales y culturales de escolarización y literacidad en la infancia; en particular, las culturas infantiles y el rol de la cultura popular en su desarrollo; las prácticas de literacidad extraescolares y escolares en la infancia transcultural actual; las políticas lingüísticas de la escuela y su incidencia en las identidades de los niños y niñas que usan variedades no estándar; el modo en que las sociedades construyen las infancias y la manera en que las niñas y los niños actúan como agentes para edificar infancias propias. Estas investigaciones le han valido a Dyson importantes distinciones y premios. Su amplia obra, que aún no ha sido traducida al español, incluye los siguientes títulos: Child cultures, schooling, and literacy: global perspectives on composing unique lives (2016); ReWRITING the basics: literacy learning in children’s cultures (2013); The brothers and sisters learn to write: popular literacies in childhood and school culture (2003); Writing superheroes: contemporary childhood, popular culture, and classroom literacy (1997); Negotiating a permeable curriculum: on literacy, diversity, and the interplay of children’s and teacher’s worlds (1993); Social worlds of children learning to write in an urban primary school (1993), y Visions of children as language users: research on language and language education in early childhood (1991).

  • English

    Anne Haas Dyson started teaching in the early 1970s, first as a schoolteacher and later as a university lecturer, a position she still holds today at the Illinois College of Education. Over the past 50 years she has studied young children’s schooling and literacy processes from a social and cultural perspective through an ethnographic approach; in particular, her interests cover childhood cultures and the role of popular culture in their development; school and out-of-school literacy practices in current cross- cultural childhoods; school language policies and their impact on the identities of boys and girls who speak non-standard varieties; institutional expectations on childhood and learning and the emergence of children’s agency in constructing their own social worlds. She has received numerous awards throughout her extensive career in recognition to her contribution to the field of childhood literacies. Some of her published works, which have not yet been translated into Spanish, are: Child cultures, schooling, and literacy: global perspectives on composing unique lives (2016); ReWRITING the basics: literacy learning in children’s cultures (2013); The brothers and sisters learn to write: popular literacies in childhood and school culture (2003); Writing superheroes: contemporary childhood, popular culture, and classroom literacy (1997); Negotiating a permeable curriculum: on literacy, diversity, and the interplay of children’s and teacher’s worlds (1993); Social worlds of children learning to write in an urban primary school (1993) and Visions of children as language users: research on language and language education in early childhood (1991).