¿QUIÉN CREÓ LA RIQUEZA PETROLERA? SU CONSTRUCCIÓN DISCURSIVA EN TEXTOS ESCOLARES DE PRIMARIA VENEZOLANOS.
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| Title: | ¿QUIÉN CREÓ LA RIQUEZA PETROLERA? SU CONSTRUCCIÓN DISCURSIVA EN TEXTOS ESCOLARES DE PRIMARIA VENEZOLANOS. |
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| Alternate Title: | WHO CREATED OIL WEALTH? ITS DISCURSIVE CONSTRUCTION IN VENEZUELAN ELEMENTARY SCHOOL TEXTBOOKS. |
| Authors: | ARTEAGA MORA, CARMEN GERALDINE1 carteaga@usb.ve |
| Source: | Revista de Pedagogía. 2016, Vol. 37 Issue 100, p249-267. 19p. |
| Abstract (English): | This paper shows advances of a research about discursive representations in primary textbooks, whose contents fulfill the guidelines of the current official curriculum. The paper analyzes the discourse about Venezuela's twentieth century oil economy. The research is supported on the Discourse Critical Analysis perspective, which approach to the language as a form of social action. Specifically, was used the model of representation of social actors developed by T. Van Leeuwen. Sociologically, it is assumed that School serves as a socialization mechanism that contributes to incorporate individuals to the national community. The School also works promoting ideological patterns, values and traditions which are considered legitimate by the State and its institutions. So, textbooks attached to the official curriculum are main elements in this process. As preliminary finding, it can be stated that the oil wealth obtained -especially at the beginning of the twentieth Century- is discursively represented as a telluric phenomenon, not as a result of laborious effort of individuals. Considering domestic actors, it's just mentioned the State, accomplishing the role of administrator of a wealth that is received as revenue. Additionally, individual initiative and industrious effort are not represented in the discourse as values linked to the Venezuelan idiosyncrasy. In the discourse of the textbooks, personal responsibility is barely associated with wealth creation in the society. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Se exponen hallazgos preliminares de una investigación sobre representaciones discursivas en textos escolares de primaria, acordes con el curriculum oficial vigente. Se abordó el discurso relativo a la actividad económica petrolera en Venezuela desde el siglo XX. Metodológicamente se suscribe la perspectiva de Análisis Crítico de Discurso (ACD), que concibe el lenguaje como una forma de acción social. Se usó el modelo de representación de actores sociales de van Leeuwen. Se maneja la concepción de que la Escuela cumple la función de integrar a los individuos a la comunidad nacional, difundiendo los esquemas ideológicos, valores, creencias y tradiciones que se consideran legítimos desde el Estado. Los libros de texto apegados al currículo oficial serían en este caso una herramienta en este proceso. A manera de conclusiones preliminares puede sostenerse que en el discurso de los textos estudiados, la riqueza generada durante la etapa petrolera, es construida prácticamente como un fenómeno telúrico, no como un resultado del esfuerzo laborioso de la sociedad, particularmente, en los comienzos del siglo XX. Considerando los actores domésticos, apenas es aludido el Estado, en el rol de administrador de una riqueza que se recibe como renta. Asimismo, el trabajo duro e industrioso o la iniciativa individual no se encuentran representados discursivamente como un valor asociado a la idiosincrasia criolla. De acuerdo con el discurso del material estudiado, el peso de la responsabilidad individual en la creación de riqueza es difuso. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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