El Análisis Dialógico del Discurso (ADD) y la teoría de la enunciación: descubriendo la tensión dialógica en los discursos de profesores secundarios chilenos
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Date
2012
Journal Title
Journal ISSN
Volume Title
Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Abstract
El Análisis Dialógico del Discurso (ADD) ha ido progresivamente instalándose en diversos ámbitos de las ciencias sociales. Campos como el de la psicología y la educación están incorporando sus conceptualizaciones para el análisis de diversas problemáticas. En el campo de la educación, la subjetividad y su inscripción en los discursos de sus actores principales, así como las diversas configuraciones de la actividad profesional que ellos promueven son actualmente materia de análisis cualitativos exhaustivos. En las siguientes páginas se expondrá la naturaleza de este análisis, su filiación teórica y los diferentes útiles conceptuales de base lingüístico-enunciativa propuestos para llevarlo a cabo. Luego, mediante la aplicación del análisis sobre dos discursos tomados de una muestra mayor de entrevistas a profesores secundarios chilenos de la asignatura de Lenguaje y Comunicación, se introducen e ilustran las nociones de tensión y movimiento dialógico en los discursos. En la última sección, en tanto, se discuten los alcances epistemológicos del Análisis Dialógico del Discurso y sus proyecciones como método de investigación para las ciencias sociales.
Dialogical Discourse Analysis (DDA) is being steadily used in many domains of the Social Sciences. Fields such as Psychology and Education are currently employing concepts from DDA to deal with a variety of different research problems. In fact, in the field of educational studies there is an exhaustive attempt to study subjectivity in teachers' and students' discourses, and the role it plays in the construction of several professional identities through different voices. In the next few pages an explanation of the essence of this analysis and its theoretical roots is offered. There is also an attempt to establish the linguistic basis of several conceptual tools that may be used to perform such an analysis. Then, by means of the actual use of the analysis on two discourses taken from a larger sample of interviews with Chilean high-school Spanish Language teachers, the notions of tension and dialogical movement are introduced. Finally, the last section includes a discussion about the epistemological importance of DDA and its possible use as a research method in the Social Sciences.
Dialogical Discourse Analysis (DDA) is being steadily used in many domains of the Social Sciences. Fields such as Psychology and Education are currently employing concepts from DDA to deal with a variety of different research problems. In fact, in the field of educational studies there is an exhaustive attempt to study subjectivity in teachers' and students' discourses, and the role it plays in the construction of several professional identities through different voices. In the next few pages an explanation of the essence of this analysis and its theoretical roots is offered. There is also an attempt to establish the linguistic basis of several conceptual tools that may be used to perform such an analysis. Then, by means of the actual use of the analysis on two discourses taken from a larger sample of interviews with Chilean high-school Spanish Language teachers, the notions of tension and dialogical movement are introduced. Finally, the last section includes a discussion about the epistemological importance of DDA and its possible use as a research method in the Social Sciences.
Description
Keywords
Dialogismo, Subjetividad, Enunciación, Polifonía, Análisis del discurso, Dialogism, Subjectivity, Enunciation, Polyphony, Discourse analysis