English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

espanolEl proposito de este trabajo es analizar, desde una perspectiva que se inscribe en el marco teorico de la historiografia linguistica (Koerner 1974, 2007; Swiggers 1983, 2009), la configuracion de la gramatica escolar en la escuela secundaria argentina entre 1863 y 1936. Se intenta proponer, en tal sentido, una hipotesis de periodizacion consistente con los datos aportados por las investigaciones previas sobre el corpus gramatical escolar en la Argentina (Calero Vaquera 2009, Lidgett 2011, Toscano y Garcia y Garcia Folgado 2012), a partir de un enfoque que privilegia aspectos de la historiografia externa (Swiggers 1983) hasta ahora no abordados por la bibliografia critica. De esta forma, se avanza sobre la descripcion del marco normativo (leyes, planes de estudio y programas) que condiciona el desarrollo de la gramatica como disciplina escolar desde sus origenes en 1863 hasta la primera intervencion del Instituto de Filologia en la programacion escolar en 1936. EnglishThe aim of this paper is to analyze, from a perspective that fits into the framework of linguistic historiography (Koerner 1974, 2007; Swiggers 1983, 2009), the configuration of the school grammar in Argentina between 1863 and 1936. In that sense, It intends to propose a periodizing hypothesis consistent with the data provided by previous researches on the school grammar corpus in Argentina (Calero Vaquera 2009, Lidgett 2011, Toscano and Garcia and Garcia Folgado 2012) from an approach that emphasizes a context-oriented historiography (Swiggers 1990), which has not been not addressed by the critical literature until now. Therefore, this paper advance in the description of the regulatory framework (laws, curricula and programs) that affects the development of school grammar discipline from its origins in 1863 to the first intervention of the Instituto de Filologia in the school curricula in 1936.

La consolidación de un modelo gramatical escolar en la enseñanza secundaria argentina (1863-1936)