Jaime Castro Martínez

Comunicación, lenguaje y educación: una mirada desde las teorías de la complejidad

This work presents a conceptual model on the relationship communication – education from the perspective of complexity theories, using communicative interaction as analysis unit. In the birth of complexity explanations, the concept of system is explained, and is understood as a set of elements and relationships among them that tend to stay organized and to generate new elements. From this point of view, the basic concepts in complexity theories –self-organization, non-linearity, and the relationships among the system and other subordinate and superordinate systems –emerge as an explanation to communicative interaction. These concepts explain three communicative interaction aspects in education: knowledge structures, teacher– student relationship and knowledge environments. The new findings on the framework given by the relationship complexity-education-communication shows that a perspective on development and integration in causal dynamics about communicative interaction is needed to explain the complexity inherent to educative reality. This new language should focus on a natural science-social science new synthesis.

Propiedades psicométricas de la Escala de lenguaje para preescolares (PLS-3) colombianos

Escopo . O presente estudo procurou caracterizar as propriedades psicometricas do instrumento Preschool Language Scale- 3 (PLS-3) em uma amostra de 477 criancas colombianas de quatro a sete anos da cidade de Bogota. Metodologia . Para lograr este proposto, fizeram-se analises de coeficientes de discriminacao, dificuldade e matriz de relaciones tetracoricas. Resultados . Foram achados apropriados niveis de confiabilidade, alta sensibilidade a evolucao da compreensao e a producao linguistica das criancas, assim como um baixo indice de dificuldade em alguns reativos. Conclusao . Estes resultados sao discutidos a luz de indices de discriminacao em provas de desenvolvimento linguistico tipico e atipico.