Comprender sin decir: implícitos pedagógicos, comunicación escolar y diferenciación cognitiva
Understanding without speaking: pedagogical implicits, school communication, and cognitive differentiationBarra lateral del artículo
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Contexto: Los implícitos pedagógicos son normas tácitas presentes en la escuela que orientan la forma en que los estudiantes interpretan, organizan y responden al conocimiento. Estas reglas no siempre son explicadas de manera directa, pero influyen en los procesos de comprensión y en la diferenciación de los aprendizajes. Objetivo: Analizar el rol de los implícitos pedagógicos en los procesos de comprensión escolar, articulando aportes de las ciencias de la educación y de las ciencias de la información y comunicación. Metodología: Se desarrolló un análisis teórico-conceptual con enfoque cualitativo, basado en la revisión de literatura especializada en las bases de datos Scopus, Web of Science y ERIC. La revisión comprendió estudios publicados entre 1970 y 2024. Resultados: Los hallazgos evidencian que los implícitos pedagógicos actúan como filtros ordinarios del éxito escolar. Estos se expresan en contratos comunicacionales, marcos interpretativos y géneros discursivos específicos que regulan la comprensión del saber escolar. En consecuencia, los estudiantes que logran interpretar estas normas tácitas tienen mayores posibilidades de responder adecuadamente a las exigencias académicas. Conclusiones: Las desigualdades en la comprensión escolar se relacionan con la capacidad desigual de los estudiantes para identificar e interpretar las normas implícitas del contexto educativo. Por ello, se requiere fortalecer mediaciones pedagógicas que expliciten los criterios de legitimidad del saber, favoreciendo una comprensión más equitativa y accesible para todos los estudiantes.
Background: Pedagogical implicatures are unspoken norms present in schools that guide how students interpret, organize, and respond to knowledge. These rules are not always explicitly explained, but they influence comprehension processes and the differentiation of learning. Objective: To analyze the role of pedagogical implicatures in school comprehension processes, integrating contributions from the fields of education and information and communication sciences. Methodology: A qualitative theoretical-conceptual analysis was conducted, based on a review of specialized literature in the Scopus, Web of Science, and ERIC databases. The review included studies published between 1970 and 2024. Results: The findings show that pedagogical implicatures act as common filters for academic success. These are expressed in communicational contracts, interpretive frameworks, and specific discursive genres that regulate the understanding of academic knowledge. Consequently, students who are able to interpret these unspoken norms are more likely to adequately meet academic demands. Conclusions: Inequalities in academic understanding are linked to students’ varying abilities to identify and interpret the implicit norms of the educational context. Therefore, it is necessary to strengthen pedagogical interventions that make the criteria for the legitimacy of knowledge explicit, thereby promoting a more equitable and accessible understanding for all students.
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