Abstract

Numerous studies have shown the benefits of developing processes in which students must investigate. Recently, the national Curricular Framework in Chile has included this perspective as one of the curricular axes along with the axes of reading, writing and oral communication for the subject of Language and Literature. The objective of this article is to determine to what extent the pedagogical practices declared by a group of teachers favor the achievement of the learning objectives corresponding to the axis of research in language and literature. The article was made on the basis of the comprehensive-interpretive paradigm, specifically, from a qualitative methodology and an approach based on hermeneutical phenomenology. As an information gathering technique, the semi-structured interview was used, which was applied to five high school language and literature teachers in the city of Chillán in 2019, while the analysis process was carried out through Mixed categorization supported by Atlas.ti. The main results indicate that the teaching body positively values the research axis, because it contributes to the development of higher cognitive processes and impacts on the academic and personal environment of the student body. However, they integrate it sporadically in their classes because they emphasize the curricular axes contemplated in standardized tests. It is concluded that the approach to the research axis presents a double challenge for teachers, since it requires them to strengthen and deepen their own critical and reflective capacity in order to subsequently develop this capacity in their students.

Key words: research training; pedagogical practice; secondary education; language and literature subject