Fórmulas de tratamiento nominales del profesorado y estudiantado de escuelas públicas de la Región de La Araucanía: Relaciones y roles discursivos en interacciones orales en el aula

Given that the interactions in the Chilean schools classroom have shown in its discursive structure little participation, a prevalence of the teacher’s discourse and the majority presence of questions of low cognitive level (Medina, Valdivia & San Martín, 2014), going in depth in the inequality of the school system, the objective of analyzing the teachers and students forms of address in that context is relevant, and thus understand more deeply the nature of these interactions. The forms of address are defined as the different types of expressions that the speakers can use to refer to their interlocutors whose use also serves to build affective bonds between the participants in an interaction or establish politeness strategies (Kerbrat-Orecchioni, 2010). In relation to the method, it corresponds to a descriptive study of qualitative design whose corpus was the set of discursive interactions from filmed teaching practices of eleven teachers and their students from seven public schools in the Araucanía Region chosen randomly and by availability. In this way, three 45-minute classes were videotaped by each teacher whose interactions were transcribed and then analyzed using the Dedoose program. Among the results, it is highlighted that the teachers use rather affective expressions to refer to the students collectively and sometimes individually as chicos, chiquillos (guys), amigos (friends) without making any gender distinction. Additionally, the students, in general, use the term tía (aunt) to refer to the teacher, somehow hiding their true role as a teacher and limiting their role to one of relationship or kinship.