Jerga docente. Una mirada a sus transformaciones desde la mediación tecnológica de los procesos de enseñanza

Teaching jargon is a sociolinguistic phenomenon that is constantly changing. Its transformations have been enhanced by the link between technological mediation and teaching processes since 2020. This article aims to trace these changes in light of mechanisms and strategies that influence communicative intent: adaptation, imitation, necessity, external influence, and interest. These, in turn, are analyzed based on data collected through a semi-structured interview with ten teachers from a public school in the municipality of Soacha, Cundinamarca. The scope of the work is to determine the mechanisms and techniques that have enabled the transformation of the jargon used by teachers at the Chiloé Educational Institution. Among the results of this document, the adaptation of teaching jargon and its link to technology stands out, which has manifested itself in the communicative reconfiguration expressed in different educational and teaching contexts. Similarly, it highlights the ability of educators to redefine their teaching practices based on changes in classroom jargon, while maintaining the particular needs and contexts of students as a priority. Along with this, teachers are showing a keen interest in finding strategies to improve teaching processes that are reshaping the teacher paradigm, shifting from being a repository of knowledge to becoming a digital mediator of knowledge with the support of technological tools.