Resumo

VARGAS, Carolina Andrea Badillo; ALLENDE, Nina Crespo  e  PRIETO, Valentina Haas. Literacy in Geography: Learning beyond the Language. Educación [online]. 2017, vol.41, n.2, pp.1-15. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v41i2.17953.

During their schooling, students must go through multiple literacy processes due to the fact that each discipline has special ways to build and communicate knowledge (New London Group, 2000). However, this becomes more difficult, as the meaning and form of terms used in this education may vary with each teacher, depending on the discipline they teach (Unsworth, 2001). From this perspective, the objective of this study (Fondecyt 1130684 Project) is to identify the means and semiotic modes within the teaching of Geography classes, and to recognize their potential through epistemic tools of visual grammar (Kress y van Leeuwen, 1996). is work is based on two case studies and the corpus is constituted by the audiovisual records, which allowed the creation of a multimodal inventory of means and ways to communicate (Kress, 2010), that were used by two teachers when teaching geography at primary and secondary level in public schools in Chile. e results show that teachers instruct literacy through various means and modes, which are mostly visual, some of them more complex to understand because of density and number of symbols needed to understand them. From this, it can be seen that within Geography the meanings must be learned and mediated in a multimodal way.

Palavras-chave : Multiple literacies; semiotic potential; multimodal; teaching of geography.

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