Descripción

Teaching, which is fundamentally a dialogical act, requires high quality oral skills and discursive structures that allow for the integral development of the student’s education and thus achieve meaningful and relevant learning in relation to their social environment. To this end, a research was carried out with the main objective of characterizing the academic orality evidenced among teachers and students of Visual Arts and Spanish Language and Literature degrees at the Universidad de Nariño, corresponding to the year 2022. To do so, firstly, we have identified the conceptions of orality; secondly, we have described the teaching strategies and, thirdly, we have presented the study expectations in order to propose a didactic mediation orientation that favors the promotion of academic orality. The research was of a phenomenological and descriptive nature; it was carried out mainly within the framework of the qualitative paradigm and the hermeneutic approach, complemented by the quantitative paradigm and the empirical-analytical approach. Data were collected through documentary review and semi-structured interview, applied to both teachers and students. The results of the analysis and interpretation of the information revealed various shortcomings regarding the importance given to academic orality and the strategies that promote the strengthening of orality in the classroom. In conclusion, it is necessary that teachers recognize the relevance of orality in the active and meaningful learning of students; in addition, they should use different didactic means and try, through dialogue, to pose questions to students for answering to their educational expectations.