Cuentos Que No Son Cuentos

La obra podría llamarse, "expresiones, sentires, enfoques, puntos de vista", intrascendentes, quizás, pero necesariamente humanos. Siguiendo a Borges, podríamos decir que son "cuentos según la expectativa del lector". Si el lector no se acerca a ellos esperando leer cuentos, pues no lo son. Son, simplemente, rasgos de vida humana objetivada, reflejos de experiencias propias o ajenas, pues también de las experiencias de otros aprendemos y vivimos. Momentos de lo humano a los que (dijo Terencio), no podemos ser ajenos, meras salidas espontáneas de las flores, de las espinas, de los abrojos y de las piedras que llevamos por dentro... No pretendemos ser el "espejo que anda por el camino", sino mostrar el camino para que el espejo del lector lo perciba y lo interprete a su manera, conforme a su propia luz...

Son muchas las personas que a trav�s de su vida tienen experiencias fant�sticas de toda �ndole, y que a veces pasan desapercibidas, aunque sean importantes, por el temor a d�rselas a conocer a quienes tal vez no ser�an capaces de entenderlas. Otras veces, a�n cuando la persona tenga la valent�a de sacarlas a la luz, son v�ctimas de la incomprensi�n de aquellos seres que solo son capaces de entender lo que les han ense�ado autom�ticamente, sin poner un poco de coraz�n en la comprensi�n de los hechos que pueden llegar a ser alucinantes. Muchas otras, y �sta es la m�s triste de todas las posibilidades, los hechos ocurridos de �ndole poco normal no son comprendidos, entendidos, por el mismo sujeto que los ha vivido, e inconscientemente, trata de olvidarlos, para no tener quebraderos de cabeza, o simplemente se convence a s� mismo que no han ocurrido, aunque en verdad no hayan sido falsas las apreciaciones originales. En este libro, vamos a exponer una serie de hechos que habiendo ocurrido realmente, por sus caracter�sticas tan extra�as no pueden publicarse simplemente relat�ndolos porque nadie le prestar�a la menor atenci�n, debido a que al ser cosas poco comprensibles, lo mejor para el lector es no prestarles importancia, haciendo que la lectura, de interesante se convierta en mon�tona, aburrida y falta de consistencia. Nosotros hemos recurrido a explicar estos hechos en forma de cuentos, pues adem�s de realizar un trabajo literario, que en muchos casos si es reconocido intelectualmente por algunos tipos de lectores, el solo hecho de llamarle cuento, permite tener la esperanza de solazarse con su lectura, que en �ltima instancia es lo que desean muchos. He aqu�, pues, a continuaci�n una serie de cuentos, que en algunos casos alcanzan la categor�a de teor�as filos�ficas, y que dentro de lo ameno de una lectura de la �ndole del cuento, tambi�n incita a pensar un poquito m�s all� de lo que estamos acostumbrados. Algunos de estos cuentos o historias ya han sido publicados en otros de mis libros, pero en esta oportunidad han sido modificados para que la comprensi�n alcance su m�xima posibilidad, dentro del limitado ambiente en el cual supervivimos. Como colof�n a esta introducci�n debo manifestar en forma tajante que los relatos, elimin�ndoles las partes literariamente armoniosas de complemento, se refieren a hechos ciertamente ocurridos, aunque en la realidad no hayan pasado en la exacta forma como las expresa el autor, rodeados de la f�bula propia de un escritor acostumbrado a la fantas�a po�tica.

Short and not so short stories, where science can not explain the places, the facts or the characters, whose so magical, so real, and with such complicated feelings. Terror, love, pain, anxiety, are present in each story and are living with each

This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.' Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points. The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading. The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.

In this volume, university researchers and urban elementary teacher-researchers coauthor chapters on the teachers' year-long inquiries, on a range of literacy topics that they conducted as part of a collaborative school-university action research project. Central to this project was the teacher-researchers' attempts to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and their finding that their inquiry efforts resulted in developing more collaborative styles of teaching. Because the everyday interactions between teachers and students are realized by the social talk in the classroom, the university- and teacher-researchers analyzed classroom discourse to study and document the teachers' efforts to make changes in the locus of power in literacy teaching and learning. The chapters include many classroom discourse examples to illustrate the critical points or incidents of these teachers' inquiries. They show the successes and the struggles involved in shedding teacher-controlled patterns of talk. This book explores the process of urban teachers' journeys to create dialogically organized literacy instruction in particular literacy routines--called, in this book, curriculum genres. The book is organized in terms of these curriculum genres, such as writing curriculum genres, reading-aloud curriculum genres, drama curriculum genres, and so forth. Teacher inquiries were conducted in various elementary grade levels, from kindergarten through grade eight. Three occurred in bilingual classrooms and one in a special education classroom. The first and last chapters, written by the editors, provide the background, theoretical, and methodological underpinnings of the project.