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OBJETO MODALIDADES Y MBITOS DE LA

INVESTIGACIN EN DIDCTICA DE LA LENGUA1


Anna Camps
Universidad Autnoma de Barcelona

1. EL OBJETO DE LA INVESTIGACIN EN DIDCTICA DE LA LENGUA

: $"# !" ('!' -"' $'3( " $>8(1 "# '"#(


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' '"#$'(#7

EL SISTEMA DIDCTICO

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1
Este texto es una traduccin revisada de: CAMPS, Anna (2000).
Introducci: Objecte, modalitat i mbits de la recerca en didctica de la llengua.
En CAMPS, Anna; Isabel ROS; Margarida CAMBRA: Recerca i formaci en
didctica de la llengua. Barcelona: Gra.
Anna Camps

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SISTEMA DIDCTICO Y CONTEXTO

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!!/$(#7 A(' "3"&(1 (# ( "$(# !" (# '(8"#('"# !" #

8 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

!8"'" $"# /'"# '''"# #('"  '"  " $'"  " 0 + 
( #$'  !" (# ( (&" $(# $" !'/   !"  "  #
"2"$$)# !" (# & (# #('" -< "# '" !"' " 01 (&(
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& #" !" " 07
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2
Estudios diversos sobre la incidencia del lenguaje escrito en las formas
del pensamiento y en la construccin social dan a la institucin escolar un lugar
fundamental en lo que podemos denominar culturas alfabetizadas (p.ej.: Scribner
y Cole, 1984; Olson y Torrance, 1995).

Lenguaje N32 - Noviembre de 2004 9


Anna Camps

LAS ACTIVIDADES IMPLICADAS

 &0"  !" $'/ 0( (&( &"$/8(' !" ##$"& !!/
$( "# "#$/$1 + "  &(1  !"8   !" !!/$ !" 
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-" "# '" !"' 0  (# !" " 0 +( #('"  " 07

10 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

)"'#(# $('"# #" C  (!( !"  (&"3!! !"


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No gestionamos la interaccin por ella misma, la gestiona-
mos con el objetivo de proporcionar a cada uno las mejores
oportunidades para aprender lengua (...). Por esto, la gestin
de la interaccin y la gestin del aprendizaje van unidas.
(1991, p.21).
 "#"8!! !" '" !*3" !"  " 0 "# '"#&" 
$"  ( 8"  !" (# !8"'" $"# $(# !" $)!! "   
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" 01 &/# / !" # '("#$# '&" $" $< #1 !"#!" "
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0" $"#1 "  # "# #"  $"0'   #"'"&" $" (# #"$(#
(0 $)(#1 (# 8"$)(# + (# #("#7

3
Cambra (1998) sintetiza las clasificaciones que, de acuerdo con las
diferentes finalidades, puede tener el discurso en el aprendizaje de lenguas:
constitutivo (formas de la lengua seleccionadas como contenidos de enseanza
y aprendizaje) y regulativo (destinado a establecer y mantener las relaciones
sociales); discurso previsto (planificado por el profesor) y no previsto (el que se
produce durante el transcurso de la clase). Milian (1999) analiza los diferentes
contextos que se manifiestan en la interaccin oral de los alumnos en el proceso
de redaccin de un texto en colaboracin.

Lenguaje N32 - Noviembre de 2004 11


Anna Camps

LA RELACIN ENTRE PRCTICA Y TEORA

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  #"0 !( )" !" '"8"2   !"    + 8 &" $"
" $"'"'( -" (# (&  + -" $* $"('># %#7 @'88$C#

12 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

+ =  9 ; '$"  !" "#$ !#$   +  &> 7   #


'("#$ !#$ 0"   ( )""# 0'!(# "  !(# (-"#?
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)" &/# $( " (3"$)( "#  '")#  !" # $"('>#
'")#7 A(' ( $ $( '"'"#" $   '("#( !" &(

Lenguaje N32 - Noviembre de 2004 13


Anna Camps

( "$1&/#/!" /##!"&(!(!"8 ( '!"


 #!"$"'& !#'/$#7 /##") "$'
'>$ !" # $"('># #+" $"#   $ 7
(# !(# %$&(# )""# ")   '"( ' (# ( "$(# !"
(# '(8"#('"# (  # $"('># " $>8#1  '$' "  (& 
!!"# !"  $"'&( " $'"  )"#$0!('"# (&( 8('& %
!" !#'#(1 !"$" + !)0 7
LO< '$"'>#$ $" " "#$" ( (&" $( #('"  '/$
M L,&( #" ( #$'+" "#$" $( !" ( (&" $(M : &" !(
#" C ( #!"'!( -" # !)"'## " # '"( !# (  
" #"D * !"  " 0 ( #$$>  " &'( $"'( !" #
'/$# !" " #"D *7   "&'0( -> (# #$'"&(# "  
""#!! !" "('' &'(# $"'(# -"1 '$" !( !" 
'/$1 +!"    $"''"$'7  !8$! !" ( #$'' &(
!"(# " $>8(# -" !"  #" $!(  # '/$#1 -" #')  !"
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"(' "   $)!! '/$ + (# ( "$(# " $>8(#7 (#
(!"&(# #$'1 "#1 "    )" &/# 0" "' ' )"' (&( "
" '("#( !" ( #$'  !" ( (&" $( C& ( #" C !(
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" $>8# -" # "2  + -" $" !"   &"3(''#7
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!" ''  3(7 : "#' !" "#$" ('0"  !8"'" $"1 0($#P+
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( #$$+"  !(# #"$(# !" !"#''(( !" " #&" $( )"'7
# !8"'" # 8 !&" $"# " $'" "(# #(  !(#7  '&"'
"#$' "   ##$"&$!! !" (# ( "$(# " $>8(# + "  "

14 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

)" !" 0" "'!! "  -" #" "#$""  # '"( "#1 
 !( (# '!&" $(# !" ##$"& '""  + "  (# ( "$(#
"#( $/ "(#7  #"0 ! "# -" (# ( "$(# " $>8(# "!"
#"' $*!(# ( #" $"&" $"1  &#&( $"&( -" #(   #$'
&" $(# ' " ( $'( )( $'( !" " #&" $( 9+1 (!'>
&(# D!' "  "#$'( #(1 !"  '/$ '"8"2);7  8$ !"
( $'( )( $'( !" (# ( "$(# "#( $/ "(# )  !  
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!"8" !" $&<   ""#!! !" ( (&" $( ##$"&/$(1 
($('0'  ( (&" $( " $>8(  !! !" ( "' ('!"  
(# C"C(# !#"'#(# + #!(# !"  "2"'"  ($!  "
 &"!$7  )#  (&'" #) !"  '"!!1 8'& "#$"
$('1 ( #"  * (' &"' "2$" # 1 ('   " # C&" $(
+ " '-"&" $( !"  "2"'"  ('! '1 # ( -" #" '"
-"'"   ")( ' ( !" ('!" 1   8('& ") !"  $"'
'"$   $""$7
# '# !" Q!!(K#(  9H; "!"  #"')' !" #> $"##
!" ( -"  $"&(#?
Todas las actividades que se hacen al amparo del trmino
investigacin pretenden ir ms all de las apariencias, pre-
tenden descubrir categoras abstractas y conexiones subya-
centes a fenmenos ms o menos corrientes. (...) Podemos
considerar la investigacin como un proceso dialctico per-
manente: formula la realidad en trminos abstractos y, a la
vez, de esta formulacin abstracta se deriva una reformulacin
de la realidad.
  '"#&" 1   )"#$0  "  !!/$ !"  " 0 $" "
#(3"$(" (&"3!!!"#$)!!"#'"( !#( 
" #"D * + " '" !*3"1 + # (3"$)( "# "('' ( (&" 
$( ##$"&/$( !" "#$ '"!! (    $"   !" (!"'  $"')"
' !" & "' 8 !&" $! ' &"3(''7
 '" 1 #  "&'0(1 ( "#  !'"( 7  "  "
( (&" $( !!/$( #'0" !"  '"8"2  + !" "#$!( ##$"
&/$( !" # '/$# !" " #"D * + ( "!" "2#$' 8"' !"
"#$ '"!!1 "# ""#'( $" "' "  " $ -"  '/$ -" #"
 * 9  #" (!'> ( #!"''  ; $" " # ('0"  "

Lenguaje N32 - Noviembre de 2004 15


Anna Camps

$"('>#1 &/# ( &" (# "#( $/ "#1 &/# ( &" (# 8 !&" $!#
" $>8&" $"7 ,-"' '("#$ !" &( ( '$" !"
"'(? "#$ "#  $'"* &#& !" ( (&" $( " $>8(7
,( ("' # $"('># -" C  !!( #(('$"   " #"D * !" 
" 01+ *'&(#"" " $' '"#" $"#"  #"!"(#
( "$(# + !" # '/$# !" (# " #"D $"# "#  ( !" (#
#"$(# -" C+ -" ('!'7
:#> "#1 " (3"$( !"   )"#$0  !!/$ ( #(  (#
C"C(# ."  '$(41 # ( (# C"C(# +  $"''"$!(# (' (#
'$ $"# "   $)!!7 (# '("&# -"  '/$
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"   #("!!1 (  # $' #8('&( "# #("# -"  !"  "
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( (&" $( !"  " 01 !" ## #(#1 !" ## '"( "# (  (#
C $"#1 (  " !"#''(( &" $1 #( + 8"$)( !" #
"'#( #1 $(!( "#$( !"#" !"   ""#!! !" !"#''(' "
( (&" $( #('"  " #"D * + " '" !*3" !" # " 0#7
(# C"C(# -" ( #$$+"   #" "&>' !"   )"#$0
"#$/  "   #" !" # '"0 $# + !" # C$"##1   8('&
  !" # "# ( $'+"  (# !)"'#(# &(# " $>8(#
-"1!" & "'($'1"#$/ '"( !(#" $'"#>9 0I>#$(#1
"!00(#1 #(0(#;7  ( (&" $( !!/$( #'0'/1
#  "&'0(1 !"   )"#$0  "#">8 -" ( #!"'" 
 $"''"  " $'" (# 8$('"# &" ( !(#7
 #" !" ( (&" $( "  "#$'( /&$( "#1 (&(
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#" $!( "  -" ( !"8 >&(#? (&(   $)!! ##$<&1 (
## 8 !!"# + '$! "  $)!!"# (&"3#7   /##
!" "#$# $)!!"#1 !" ## (3"$)(#1 !" (# '("#(# !" '"*
 1 !" ## '"#$!(#1 '"-"'"  "('  !"
 
!    -" "'&$ 1 ('   !(1 $'1 +1 (' ($'(1 "(
'' '"0 $#1 C$"## -" ( !*     )"#$0  !" #
( "# -" #" ")   $<'& ( + !" ## '"#$!(#1 (  
8 !! !" #' (# &"3('"# & (# (#"# ' ")' 
(7 A(' ($'( !(1 "#$# &#&# '/$#1 #!# "  &(!"(#
"2>$(# -" "'&$   '"8"2  +   )"#$0 1 #"'/

16 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

$&<  "  $( !" '$! !"  8('&  "'& " $" + !" 
8('&    !" '(8"#('!(7
( -" C"&(# !C( C#$ -> (# "'&$" '"8('&' /
"# " (3"$( !"  !!/$ !"  " 07   )"#$0  "  "#$"
&( C !" ( !'   "('  !" ( (&" $(# $"'(#
-" !"  '*  + "'&$  (&'" !"' +  $"''"$'  $)!!
!" " #"D' + '" !"' " 01 "# !"'1    $"('*  -"
"! !' '*  !"  & "' (&(   $( !" $)!!1 
!#'#)1 #"  $"''"(  (  ($'( $( !" $)!!1  !"
'" !*3" + " #"D *1 -" $" " (&( (3"$( # $)!!"#
!#'#)# + # ( "# + ("'( "# -" # ( 8('& J
$"('*  -"1  # )"*1 #" ('" $ C   ")( )" !"
(&'" #  !"  '/$ ' 8 !&" $' + $' #8('&'7
=(!( "( $" " !( "  " $ # 8 !!"# -"  #("!!
$'+"  #  #$$( "# "!$)# + $" " !( "  " $
$&<  # 8 ( "# !"  " 0 "  #  $"'( "# #("# +
$'"# + (&(  #$'&" $( !" " #&" $(7

2. MODALIDADES DE LA INVESTIGACIN EN DIDCTICA DE LA LENGUA

!"8  !"(3"$(!"!!/$!"" 0 (#")


 ")$"&" $"   '"8"2  #('" /"# #(  # &(!!!"#
!"  )"#$0  &/# !"!# ' ( #$'' " ( (&" $(
"  "#$" /&$(7  $" !"&(#  # '$"'>#$# !" (3"$( $
(&( ( !"8 >&(#1 # &(!!!"# !"  )"#$0  -" #"
!($"  C  !" "'&$'  (&'" #  "  $"''"$  !"
$)!!"# C& # (&"3# "  $"''"( !#1 (  "2
0'/  #$'&" $(# -" !"    )#  !" "#$# $)!!"# "
'(8 !!!7 # ""#'(1 #  "&'0(1 '"8"2( ' 0( &/#
#('" "#$" #"$(7
 !!/$ !"  " 0 (&( /&$( " $>8( "#">8(
#'0" "  " '" !" !)"'## " #  0I>#$# #(0# +
#("#1 (  ## '(# $'!( "# !"  )"#$0 7  #(
(0>1 (' "3"&(1 #" ( 80' (&( "  "  " "'(!(
&  $" !" '!0& (#$)#$J (#$"'('&" $" #" C )#$(
 &"'# "   ('" $  (0 $)1 "#"&" $" "  " &(
!" (# "#$!(# #( 0I>#$(# ( "  (# -" #" '"8"'"   (#

Lenguaje N32 - Noviembre de 2004 17


Anna Camps

'("#(# &" $"# '"( !(# (   "$' +  "#'$'7


=&< "!0(0>"&"'0"'&"'&$!!"#0(RR" "
&'( !" (#$)#&( " $>8(7 ,'S!"1 8 !!(' !"  #$
$$( B" B-"#
(##" !" @ "'1 "#  ( !" (# &#('"#
!"   ."!0(0> " $>841 + !)0 (  # (' $< #
"#$!>#$# !#    )"#$0  "  "! 7 4  ('" 
$  " $#$ !" $( (#$)#$ "    )"#$0  #(0
+ "!00 $(!)> "#$/ '"#" $" "  "#$(# /&$(#1  "#' !"
( #"'  % 7
/# '"" $"&" $"1 &C# !" # " # #("# 9  
$'(((0>1  #(((0>1  #(( 0I>#$1 + $&<   "!0(
0> + 0 (# /&$(# !"  #((0>1 " $'" ($'# " # +
('" $( "# &"$(!(0#1 (&( "  /## !" !#'#(1 !" 
( )"'# 1 "$7; C  ('!!( # (3"$( !" "#$!( !"#!" 
 $( !" )#$ -" "'&$" $" "' "  " $  (&"3!! !" #
$)!!"# C& #7  "&"'0"  !" $"' $)#
 $"''"$$)# + '>$# "    )"#$0  "  " # #("#
C "'$(   ")( C('*( $" "   ( #!"'  !" ( -" "#
" $>8(7   "#$" &'(1 ( #" #   "2  # !"
(# C"C(# 9-" "  " # #("# #(  # $)!!"# C& #;
# (  (&'" #  +   $"''"$  !" '"!!"# 0("#
(&"3# + ! /&#7
  )"#$0  #('" " #"D * !" " 0#   # !"#
''(( '(( "   ( 8"  !" # !(# ('" $( "# !"
 )"#$0  &" ( !#7 C(# $('"# 9  1  J
'#" F'""&  + ( 01 ;1  C' !"   )"#$0  "  
" #"D * !" " 0# + !" # &(!!!"# -" "!" !($'1
"&"*  ( $'( " !( !(# '!0&# -"  &" !( #"
!" (&    $$$)( + $$)( "  '"  (  " (3"$)(
-" #"  $"  + (  " $'$&" $( !" !$(# '"!(&  $"7 "
$(!(# &(!(#1   8'& !( -" "#$# #8( "#
!($&##(  #8" $"#'!'" $!"#&"$(!((0>#
-""!" #"'%$"#' )"#$0 #('"" #"D *!"
#" 0#+!3   ('&!"#(#"# $"''"( "#
4
Esta intencin es compartida en nuestro pas por Alexandre Gal y se
manifiesta en la publicacin La mesura objectiva del treball escolar (La medida
objetiva del trabajo escolar). Para una visin ms completa de la fundamentacin
terica de las pruebas de lengua en esta obra, cf. Camps (1997)

18 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

" $'" &# &(!!!"#7 : "#' !" (#  $" $(# !" " ( $''
)>#  $"'&"!#1 # #8( "# $2( &# ( #(  "#
!" "2' (' #> &#&#  !)"'#!! !" '/&"$'(# -"
( $'+"   !"&$' # (( "# &"$(!(0#7 $'(# " 8(
-"# -" '$"  !"  !)"'#!! !" 8$('"# -" ( 80'  (#
$(# !"  )"#$0  '""  &/# #0"'" $"#7

Estructuracin +
Medir Controlar

Encuestas Investigacin
Codificacin experimental o
Observacin cuasiexperimental
sistemtica

Control +

Observacin
Estudio de casos Investigacin-accin
Protocolos Intervencin
Historias de vida Elicitacin
Diarios

Observar Preguntar/actuar

Cuadro 1. Parmetros en el diseo de investigaciones, segn Van Lier


(1988)

  "' 9HH; "#$"" !8"'" $"# $(# ( &<$(!(# !"


!#"D( !"  )"#$0( "# "  '"  (  !(# '/&"$'(# 9
!'( ;? " !"  "#$'$'  '") !"  #$  !"  )"#$0
 +"!"( $'(!""#$#$ !' $"" '("#(7(#!(#
'/&"$'(# &'  $'( "#(# "  (# "# #" "!"
#$' (# $(# !"  )"#$0 1 !"#!" " &/# "#$'$'!( +
( $'(!(1 (&( "# " "2"'&" $1 C#$ " -" ( "
"#( !" &" (' ( $'( + "#$'$' 1 (&( "!" #"'1 ('
"3"&(1 " "#$!( !" #(#7 "  $"&" $( !"   "' #"
!"#'" !" -" (#  #$'&" $(# ' ( ("'  '"!! !" 
" #"D * + " '" !*3" !" # " 0# "!"  #"' !)"'#(# +
(&"&" $'(#7

Lenguaje N32 - Noviembre de 2004 19


Anna Camps

$'(# $('"# ( #!"'  $&<  '/&"$'(# !)"'#(# "  


!"8   !" # &(!!!"# !"  )"#$0  "  !!/$ !" 
" 07 @0 <   7 9H; !#$ 0"  " $'" " &<$(!( /#( !"
 )"#$0 1 (# (3"$)(# + # 8 !!"# -" #" '(( " + (#
'("!&" $(# -" #" $*  ' # ( #" 7 A(' "3"&(1
#"0%  "#$(# $('"#1   )"#$0  !"#'$) $" " (&( &<$(
!( " $'  (#"') 1 + # 8 !! "# (&'" !"' ( "2'7
(#'("!&" $(#-"$"(!'/ #"'!)"'#(# +&/#(&" (#
"#$'$'!(#? " "#$1 "#$!( !" #(#1  /## !" !$(# )"'
"#1  /## !" ( $" !(#1 "$7   )"#$0  $"' $" " (&(
&<$(!(" $'" /##( "$+#8 !!"#(&'" !"'
( 8('&' '"!( "#7 ,(&( '("!&" $(# &" (   (#
"#$!(# $"'(# + '>$(#1 # #> $"## 9(  #> $"## '>$; !"
'"#$!(# !"  )"#$0 1 (# "#$!(# '(#"$)(#1 "$7 
 )"#$0  "2"'&" $ $" !"  (''(('' ( )"'8' C$"
##J "  " &( -" (# ( (#$&'  $" "' !#"D(
#"2"'&" $ + #" $* "  "#$!(# !" $( ")$)(J 
 )"#$0  0!     "   '/$ 9(  )"#$0 
 ; $" " # /&$( "    $"')"   ' (&'" !"' +
$' #8('&'  '/$7 (# '("!&" $(# !"  )"#$0  -"
(# $('"# '"(   (    )"#$0   #(  !)"'#(#?
 ()  ( $'(! ( "#$'$'!1   "  "  !"
""&" $(# $"'(#1 !"#''(( ( $'(!( !"  #$'&" $(#
!!/$(#1 $"('*  !"   1 "$7
/# / !" # (#"')( "# '>$# -" -"'  $" $(
!" #8  "!" ##$'1  !#$   -" C"  (# $(
'"# &" ( !(# " $'"  ('" $  0" "' !"   )"#$0
+ !" (# (3"$)(# /#(# -" #" '(( "1 + (# '("!&" $(#
&"$(!(0(# -" '$' ' ( #"0'(# (# '"" 
& (  $"'"# $" ' #"'' # )#( "# !($&# #('" "
$(!" )"#$0 " !!/$!"" 0+'"2"'&" 
$' & (# !"!(# ' ('!' " ( (&" $( !" 
(&"3 '"!! !" " #"D * + '" !*3" !" " 0#7
#$" "# "  $( !" )#$ -" !($&(# 8 !&" $!( "
('$( "# &/# 0" "'"# !"  &"$(!((0> "  " # #(
"#7
("' 9HT; ('!  #"'  !"  !($(&> -" #"
C "#$"!( " $'"    9#!( "   %#-"! !" ##;

20 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

+ 
   9#!( "   '$  "&/$ "   $)!!
&#&; '(( " !(   )" !" (&'" #  -" #" #" "  "
'("#(  $"'&"!( !"    "    "# #0 8$) +
"!" #"' (3"$)! "    '("#( !" ##" #  !"  (&
'" # 7 ,(&' "#$" '("#( (  " !"   $"''"$  !" 
$"2$( ' -" "! #"' (&'" !!( &"3(' "  ($'(# ( $"2$(#
!" '"" 7 :#>   $"''"$  "'&$'/ !")()"'  
 '("#( !" (&'" # 1 "'' !( !" "#$ &(!( " >'( -"
'" $"&" $" #" C> '($( (    $"''"$ 7 # '#
!"
("' "2  "#$" '("#(?
Laction sense devient objet de sciences seulement sous la
condition dune sorte dobjectivation quivalente la fixation
du discours par lcriture.
() Ma thse est que laction elle-mme, laction sense, peut
devenir objet de science sans perdre son catactre de
signifiance la faveur dune sorte dobjectivation semblable
lobjectivation opre par lcriture. Grace cette
objectivation, laction nest plus une transaction laquelle le
discours de laction continuerait dappartenir. Elle constitue
un configuration que demande tre interprete en fonction
de ses connexions internes. (213)
 (3"$( !"   )"#$0  "  !!/$ !"  " 0 $
(&( ( C"&(# !"8 !( "20"    )"#$0  ('" $!  
(&'" #  !"  '"!! ' 8 !&" $'  $  "  
'/$1 + (' $ $(1     )"#$0  -" (&('$'/ 
 /## $$)( + "  '(8 !!! !" (# !$(#7 "  #'"1
(' $ $(1 "   ('" $   $"''"$$)(&'" #) !" 
 )"#$0  "  " # #("#7 :C(' " 1 # (# #$&(# "
" )" !" (# '("!&" $(# !"  )"#$0 1 (# C"&(# !"
'"0 $' /"# #(  (# &/# !"!(# ' ( #"0'  (#
(3"$)(#  ($'(# "  ! $)!! ( '"$7  !#'
0" "'    &"$(!((0> !"  )"#$0  ( #" ( $'!" (
 8'&  !" -" (#  #$'&" $(# ' ( ("'  '"!!
"!"  #"' !)"'#(# + (&"&" $'(#7 #$" " 8(-" ")  
""#!! !" "#$""' '(0'&#1 > "# !"  )"#$0  -"1
#!(# "   (# (3"$)(# 8 !&" $!(# "  " '&"' )"1
!&$   ( $'  !" !8"'" $"#  #$'&" $(# + '("!
&" $(# !" 8('& (&"&" $'7

Lenguaje N32 - Noviembre de 2004 21


Anna Camps

3. EJES DEL DESARROLLO DE LA INVESTIGACIN EN DIDCTICA DE LA LENGUA

   '"$" #  !" (8'""'    ('& "2C#$)( !" (#


&(# -" C  !" #"' (3"$( !"  )"#$0  #('"  " #"D 
* + " '" !*3" !"  " 01 !"#$'"&(# 0 (# "3"# -"
(!'>  '$'1 "  $(' (  (# "# "# ""#'( "(''
( (&" $(1 $" " !( "  " $ -" (# '"8"'&(#    )"#
$0  "  !!/$ !"  " 0 + (   -" #" "!
!"#''(' "  " &'( !" ($'# !# # " $>8# -"1
 -" "!"  #"'  $"'"# $"# "  "#$'( /&$(1 ( "!"
( #!"''#"  !# "  < 9
"$"'1 6;7
 '&"' "3" "#1 #  !!1 "  
     "  #" $!(
"#$'$(1 "# !"'1 " ( (&" $( !" (# '("#(# !" " #"D *
+ '" !*3" !"  " 0 "  " 7 #$" "#( ( !( 1 !"
C"C(1 $(!   )"#$0  -" #" ( #!"' !!/$1 + 
-"' &'!  #"$(# '"( !(# (   " #"D * !" 
" 0 ( $" !'/ -" $" "' (&(  $( !" '"8"'" 7
  0" "' #" ('!  " #"D * !"  " 0 (&( '"#
' 7   "#$'( ># #" !#( " !" (  )"#$0  -"
(#"'-"(-"'"&" $"#" "?&(#"( #$'+"
" ( (&" $( )"'1 -< '"  #" "#$"" " $'" &(!"(#
!" " #"D * + '("#(# !" '" !*3"1 -<  !"  $" "
"    $"'  (# !8"'" $"# $(# !" &$"'"#1 &( #"
"!"  !"' # '(0'&( "#1 -< "#$'$"0# #(  &/#
!"!# ' '(&()"' (# #(# 8('&"# !"  " 01 "$7
,(&( !">&(#1 "  "#$" "#(  '/$ #" 8 !&" $ "  "
( (&" $( + "('!(1 + "#1  # )"*1 0" "'!(' !" ")#
'"0 $# + !" C$"## -" #" $" !'/  -" ( $'#$' "  
'("#( !<$( + ! /&( !" '"8"2  + $ 7
 #"0 !( "3" 0' "  $(' ( !"  
      #
   $             % 
  7   $( !" '"8"'"  ( ( #$$+"  $ $( # ('$
( "# !" # " # !" " 03" (&( # '/$# #("#1
 !# # "#('"#7  ( "$( !" $' #(#  !!/$
")!"   (&"3!! !" "#$" /&$(1 -" ( ( ##$" % 
&" $" "   #""  !"  (# ( $" !(# ' #"' " #"D!(#1
# ( "    '("#( !" !"   (# (3"$)(# +  # #$(
"# !" " #"D *7

22 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

  $"'"' 0'1 "  /## !" (#     


    
 
       ( #$$+"  ( !" (# "3"# '"#
'  ( #$'  !" #"' !!/$( "  '"  (   
'/$7 (# &(!"(# "2>$(# + #+" $"# -" 0>  
  '/$ !" '(8"#('!(1 (# ( "$(# #('" # " 0#
+###(#1#('"'" " $'""#$(##(#+"!"#''((&" $
+ # 8('&# $'"# -" #" '"(   (  " &#&(1 #
& "'# !" ( "' -< "# " #"D' " 01 "$7 '""'$"  "
# !"#( "# "!$)# -" #" $(& 1 +1 (' $ $(1 "  
 $"'  -" #" "#$"" " $'" (# ""&" $(# !" ##$"&
!!/$(7
     %       '"&" $"  $')<# !" 
" #"D * !"  " 0 ( # " 0# "# " '$( !" (# /&$(#
!"  )"#$0 7 ,( )" !'> '(8 !*' "  # '"( "# " $'"
" " 03" "   #("!! + " !"   #$$  "#('1  
8('& '$" !"  '&"'7 "'> '"#( $&<  C"' 
 /## C#$'( !"  "!   0I>#$ + $"''1 !" (#
&(!"(# !" " #"D * -" #" C  !"#''(!( "  '"  (
# #$( "# #((C#$'# & $"#? 8 !!"# !"  " #"
D * !"  " 01 !"& !# #("# -" C  '"#( !(  
"#" + -" C   !!( "  # '"'"#" $( "# -" !" "
C  $" !( ## $('"# 9& !(1 '(8"#('!(1 !'"#1 &!'"#1
"$7; #$( "'&$'>   )#  '>$1 !#$ ! + "  '(8 
!!! !" (# ( "$(# #+" $"#  &C# '/$# $(!)>
'"#" $"# "   "#"7
F &" $"1 #" "!" ( #!"'' $&<  " "3" !"   )"#
$0  #('"  
   
  !"  !!/$ !"
 " 0 + !"  " #"D * + '" !*3" !" " 0#1 (  
8 !! !" "(''   &'( ( "$ (C"'" $" + -" (
#" #&"&" $"  &"* "<$ !" ('$( "# !" " #
!)"'##7 ,( )" !'>1 (' "3"&(1 '(8 !*' + !"$' #('"
/"# #(  (# '!0&# " $>8(# + (# &'(# !"(0(#
#+" $"#  # !"#( "# + 8('&( "# '''"# +  #
'/$# !" " #"D *? -< ( "$(# !" " 01 !" " #"D *1
!" #( !"  " 01 !" !"#''(( )"'1 "$7 (# 8 !&" $ 7
  )"#$0  $"' "  "#$'( /&$( C !" "#$' "#$'"C
&" $" '"( ! (   ( !" (# '#0(# 8 !&" $"# -" 

Lenguaje N32 - Noviembre de 2004 23


Anna Camps

'$"'* ?'" !"$"('>-"#""('( '/$


!"  "!   0I>#$7

4. MBITOS DE CONSTRUCCIN DEL DISCURSO DE LA DIDCTICA DE LA LENGUA Y


AGENTES DE INVESTIGACIN

 (&"3!! !" ##$"& !!/$( +1 #('" $(!(1 


(&"3!! !" # '"( "# -" "#$""  (  " ( $"2$(
#( +  #$$(  $" " (&( ( #""   !)"'#!! !"
(#"#(#" (#-"#"( #$'+""!#'#(#('"!!/$
!"" 01+1('$ $(1!)"'#!!!"(#0" $"#-""!"
 $"')" '7 5    / &( !" !3'    ('& "2C#$)(1
(!'>&(# "#$""' !)"'#(# /&$(#1 "  " #"#$( !" -"
C+  $"''"  " $'" "(#7 (  (# #0" $"#?
U& 
   $  " $(!(#(# )""#
+ (  8 !!"# !)"'##7 #$" /&$( "#$/ "   #" !"
 "('  !" ( (&" $(1  -"  &" !( #
'/$# "#('"# ( "  ( #(  (3"$( !"  /## + !"
'"8"2 1 ( " 1   + ($' -"!  ' #'$# 
&#&( ( $"2$( !"  '/$7
U &  
           1 -"  
+" (# !"'$&" $(#  )"'#$'(#1 "'( $&<   #$
$( "# !)"'## -"1 ( "  '(&")"    )"#$0 1
( "  #(   $(# !"  $"'#"  " $'"  )"#$0  +
8('& 7 : &" !( "#$" /&$( #" &")" "3(# !" 
'"!! !" # #1 !" (# '("&# '""# !"  " #"
D *7   $"''"  " $'" "#$(# !(# /&$(# "# &'"#
 !" ' '"'   "#( !" 8 !&" $  !"
( (&" $( !!/$(7
U   
          1 !( !" #" "('  #
#"# '''"#1 (# ( $" !(# '"#'$)(#1 # ('" 
$( "# + (# '$"'(# '  " #"D * +  ") 7
  "#$" /&$( (!'>   '#" $&<  (# ('0 #&(#
!" #"0&" $( + !" ( $'( + !" ") 1 (&( ('

5
En esta delimitacin de los mbitos donde se elabora el discurso didctico,
seguimos la propuesta de David (1995), pero aadimos uno que para nosotros es
bsico, el del aula.

24 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

"3"&(   #"  "!$)1 -"  )""# "# 0" $"


$)( !"  )"#$0  #('"  " #"D *7
U   
     
       
    #
  1 "  (# -"1 !" & "'# !8"'" !#1  !"  "
( (&" $( #('" # '/$# +  '"8"2  $"'
#('"  " #"D * !"  " 07 #$" /&$( !""'> #"'
 $( !" ( 8"  !"  $  '/$ + !" 
'"8"2  #('" "#$ '/$7 "&#!(  &" !( 
8('&  "# '"#'$) + ( #! "   '"8"2  + "
"  /## !"  '/$1 "# !"'1 "3! !"   )"#$0
 7
U   
       1 "  (# "# (!"&(# !#$ 0'
!(# #/&$(#?
 (# !"  "!  !" &$"'"# 9'(# !" $"2$(1 '"'#(#
 8('&/$(# ( "  ($'(# #(('$"#1 "$7;1 -" $" "   
0'   !"  "  " !#'#( !!/$( !" '(8"#('!(7
:)""#"#$(#&$"'"##( 8'$(+(3"$(!" )"#$0
 J !"&#!(  &" !(1 #  "&'0(1 '"#( !"  
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Lenguaje N32 - Noviembre de 2004 25


Anna Camps

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26 Universidad del Valle


Objeto, modalidades y mbitos de la investigacin en didctica de la lengua

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