Metodos de Analisis Critico del Discurso
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La disciplina del análisis del discurso está mostrando su validez y eficacia enámbitos cada vez más diversos, pero aún faltaba una introducción realmenteclara y asequible a sus métodos, su alcance y sus corrientes principales.
Más allá de la descripción o de la aplicación superficial, la ciencia crítica de cada esfera de conocimiento plantea nuevas preguntas, como las de la responsabilidad, los intereses y la ideología. En vez de centrarse en problemas puramente académicos o teóricos, su punto de partida se encuentra en los problemas sociales predominantes, y por ello escoge la perspectiva de quienes más sufren para analizar de forma crítica a quienes poseen el poder, a los responsables, y a los que tienen los medios y la oportunidad de resolver dichos problemas (Van Dijk, 1986, pág. 4).
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... As a research strategy it was perfectly compatible with the structure of the case study and with the method of critical discourse analysis, and it was also a didactic strategy that would ultimately allow for a pedagogical awareness of a reality for which the autoethnographer himself was partly responsible. On the other hand, critical discourse analysis depends on several key aspects of the research: an eminently discursive theoretical-methodological positioning, contrary to any attempt to dissociate discourses and practices (Jäger, 2003) or texts and contexts; a predominant interest in the use of verbal language, understood as the main means of interaction and construction of people's reality and their corresponding intentions (Fairclough, 2003;Pini, 2009;Wodak and Meyer, 2003); the deconstructive and local perspective of the research, centred on the possibility of understanding the existing regimes of meaning based on a very specific case study; the structure of the overall analytical procedure itself (Pardo Abril, 2013), as will be seen in the following subsection; and, finally, a stance that is not only critical of socio-cultural reality, but also self-critical reality, insofar as part of the critically analysed discourses was produced by one of the researchers himself. ...
... The combination of all these methodological elements was key to knowing and understanding the way in which the participants experienced the School reality, as well as the interactions that they established among themselves. The analysis procedure, inspired by the proposals of several authors (Pardo Abril, 2013;Wodak and Meyer, 2003), although specifically designed for this research, comprised four complementary phases: 1. Pre-analysis, where the texts of the corpus were characterised in order to discover their heuristic potential in relation to the research objectives; 2. Lexicometric analysis, using techniques based on textual statistics (word count, identification of key segments, recognition of co-texts, etc.), which made it possible to extract previously unnoticed information on frequencies and associations; 3. Content analysis, materialised in a system combining both deductive categories (identified in the theoretical framework) and inductive categories (from the data analysed); 4. Linguistic analysis, focusing on the identification of the linguistic resources and procedures used. This paper focuses specifically on the third of these phases, an intermediate moment between the lexicometric exploration and the linguistic-interpretative deconstruction of the different levels of meaning present in the discourses under study. ...
At present, educational discourses on innovative methodologies make up an enthusiastic panorama that is not exempt from criticism. The aim of this paper is to understand the real possibilities of success for new methodological proposals in a case study focused on the Geography and History classes of a teacher–researcher. The results obtained allow us to identify a central category of analysis, “methodological ineffectiveness”, and two subcategories, “methodological supply” and “methodological demand”. This confirms the importance of exploring the impact of new methodologies based on the factors and voices specific to each educational context.
... As a research strategy it was perfectly compatible with the structure of the case study and with the method of critical discourse analysis, and it was also a didactic strategy that would ultimately allow for a pedagogical awareness of a reality for which the autoethnographer himself was partly responsible. On the other hand, critical discourse analysis depends on several key aspects of the research: an eminently discursive theoretical-methodological positioning, contrary to any attempt to dissociate discourses and practices (Jäger, 2003) or texts and contexts; a predominant interest in the use of verbal language, understood as the main means of interaction and construction of people's reality and their corresponding intentions (Fairclough, 2003;Pini, 2009;Wodak and Meyer, 2003); the deconstructive and local perspective of the research, centred on the possibility of understanding the existing regimes of meaning based on a very specific case study; the structure of the overall analytical procedure itself (Pardo Abril, 2013), as will be seen in the following subsection; and, finally, a stance that is not only critical of socio-cultural reality, but also self-critical reality, insofar as part of the critically analysed discourses was produced by one of the researchers himself. ...
... The combination of all these methodological elements was key to knowing and understanding the way in which the participants experienced the School reality, as well as the interactions that they established among themselves. The analysis procedure, inspired by the proposals of several authors (Pardo Abril, 2013;Wodak and Meyer, 2003), although specifically designed for this research, comprised four complementary phases: 1. Pre-analysis, where the texts of the corpus were characterised in order to discover their heuristic potential in relation to the research objectives; 2. Lexicometric analysis, using techniques based on textual statistics (word count, identification of key segments, recognition of co-texts, etc.), which made it possible to extract previously unnoticed information on frequencies and associations; 3. Content analysis, materialised in a system combining both deductive categories (identified in the theoretical framework) and inductive categories (from the data analysed); 4. Linguistic analysis, focusing on the identification of the linguistic resources and procedures used. This paper focuses specifically on the third of these phases, an intermediate moment between the lexicometric exploration and the linguistic-interpretative deconstruction of the different levels of meaning present in the discourses under study. ...
At present, educational discourses on innovative methodologies make up an enthusiastic panorama that is not exempt from criticism. The aim of this paper is to understand the real possibilities of success for new methodological proposals in a case study focused on the Geography and History classes of a teacher–researcher. The results obtained allow us to identify a central category of analysis, “methodological ineffectiveness”, and two subcategories, “methodological supply” and “methodological demand”. This confirms the importance of exploring the impact of new methodologies based on the factors and voices specific to each educational context.
... En el estudio de este material adoptamos las sendas metodológicas marcadas por el Análisis Crítico del Discurso (van Dijk, 1998(van Dijk, , 2003Wodak y Meyer, 2003), en tanto que estudiamos los textos con el fin de observar, extraer y analizar las ideologías lingüísticas subyacentes. Ya van Dijk (2003: 56) alertaba de que cuando "[e]xisten ideologías en el discurso que aparecen de manera explícita, estas son visibles y fáciles de detectar, pero cuando las ideologías se expresan de manera implícita o indirecta, escondida o menos obvia, es cuando ocupa su lugar el ACD". ...
María Jesús Montero, mujer, andaluza y política socialista se ha visto cuestionada en múltiples ocasiones por su manera de hablar e, incluso, se ha puesto en entredicho su desempeño laboral por tal razón. En este trabajo, a través de un corpus de textos periodísticos (2020-2023), analizamos si en dichos cuestionamientos se pueden rastrear muestras de discriminación lingüística. Además, nos interesa averiguar si la glotofobia que la ministra ha denunciado recurrentemente va acompañada de una discriminación racial y de género. Las muestras de nuestro corpus incluyen ejemplos (1) del tratamiento mediático de polémicas lingüísticas en las que se ha visto en vuelto, (2) críticas puntuales a su oralidad, así como los (3) motes con que algunas personas se han referido a ella. Este análisis se ha realizado desde una perspectiva glotopolítica e interseccional siguiendo los cauces metodológicos del Análisis Crítico del Discurso. Los resultados obtenidos demuestran que Montero ha recibido sendos ataques directos por su forma de hablar. Dicha glotofobia converge, asimismo, con una evidente discriminación patriarcal, puesto que gran parte de las críticas registradas tienen un alto componente sexista. Así pues, la intersección entre el hecho de ser mujer, andaluza y dedicarse a la política ha llevado a diferentes autores –hombres mayoritariamente–, a estigmatizar, ridiculizar y poner en entredicho su desempeño profesional. Todo ello es una prueba más de la discriminación lingüística, racial y sexista que han vivido las profesionales andaluzas en el desempeño de sus funciones laborales (Rodríguez-Iglesias 2022a, 2002b).
... Existen hoy en día diversos artículos y libros que explican el desarrollo y características del Análisis Crítico del Discurso (por ejemplo, Fairclough, 1995;Fairclough & Wodak, 2002;Toolan, 2002;Weiss & Wodak, 2003;Wodak & Meyer, 2003;Wodak & Chilton, 2005;Bloor & Bloor, 2007;Martín Rojo & Whittaker, 1998). En varios de estos trabajos, Wodak ha participado activamente escribiendo y editando artículos sobre el ACD. ...
Este texto combina varias notas y comentarios añadidos, con una entrevista hecha a la especialista en Análisis del Discurso (AD), Ruth Wodak. En principio, el texto se centra en un breve repaso sobre los orígenes del Análisis Crítico del Discurso (ACD) desde la trayectoria académica de Wodak, considerada una de las fundadoras del mismo. Por otra parte, se comentan dos tópicos relevantes en torno al ACD, a saber, qué significa ser crítico dentro de esta postura de estudio y qué trascendencia tiene para el contexto social contemporáneo. Asimismo, Wodak explica algunas de sus investigaciones acerca del racismo y la xenofobia en países europeos; posteriormente, se describe uno de sus estudios más recientes acerca del discurso político en el escenario europeo. Además del análisis propiamente discursivo, la profesora Ruth Wodak enfatiza la importancia del análisis contextual y la perspectiva histórica para comprender los fenómenos sociales que se investigan. Por último, evalúa y critica brevemente algunos aspectos del ACD y señala líneas de investigación pendientes en esta área del análisis discursivo.
... Así pues, para analizar cómo la sociedad construye la idea de inclusión, de integración, se han recogido las voces expertas de estas mujeres estudiantes. Por consiguiente, desde el AD se analiza cómo las participantes comunican o modelan los significados e interpretaciones de la realidad académica (incluyente o excluyente) de los constructos sociales (extranjera, migrante, subordinada, inerme) y de aquellos repertorios que les son inherentes (Foucault, 1983;Sayago, 2019;Wetherell y Potter, 1987Van Dijk, 1987Wodak y Meyer, 2003). El modelo de repertorios interpretativos (RI) permite señalar cómo estas estudiantes se posicionan ante aquellos elementos fundamentales que construyen su realidad universitaria analizando las unidades lingüísticas (Potter y Wetherell, 1987). ...
The university is the object of permanent scrutiny and analysis, both for its historical importance, its academic heritage and its discursive production. Thus, the concept of university social responsibility (RSU), of business origin, generates a framework for university orientation and organization. The objective of this article is to reveal the discourses from which the concept of USR permeates the management and university educational policies in Colombia. Through the critical discursive analysis (CDA) carried out, it is found that USR affects higher education institutions (HEIs), at the levels of government, social projection, ethical training - citizenship and social management of knowledge, among others.
La Educación Ciudadana es un espacio clave para promover el respeto a las diversidades sexuales y de género en las escuelas. Este artículo examina críticamente el discurso sobre las diversidades sexuales y de género en la Guía Didáctica del Docente de la asignatura de Educación Ciudadana para 3° de Enseñanza Media en Chile, y en los testimonios del profesorado participante considerando nociones como la heteronormatividad y el binarismo de género. Utiliza un enfoque cualitativo y el análisis crítico del discurso para analizar cómo se construyen y legitiman estas narrativas y sus efectos sobre la práctica pedagógica de los profesionales de la educación.
Este artículo examinó las expresiones motrices como prácticas sociales de paz, tomando como base la experiencia de reconstrucción de tejido social en la comuna 6 de Neiva, impulsada por el grupo de investigación Molúfode. El estudio se propuso analizar cómo las expresiones motrices configuradas como prácticas sociales de paz contribuyen a la reconstrucción del tejido social en la comuna 6 de Neiva, mediante una metodología basada en el enfoque de la complementariedad, estructurada en tres momentos que son pre-configuración, configuración y re-configuración de la realidad. Para la recolección de datos, se emplearon técnicas como la ficha de registro documental, entrevistas en profundidad y semiestructuradas; asimismo, el análisis incluyó microanálisis, análisis de discurso y teoría fundamentada, en consecuencia, los resultados señalan que las expresiones motrices deportivas, lúdicas, artísticas y académicas desarrolladas en la comuna 6 contribuyeron a la creación de espacios orientados a la paz. Entre ellas, el microfútbol, la danza y el Comité de Derechos Humanos se destacan por su representatividad, anclaje social y significado en la comunidad. En conclusión, estas expresiones motrices, configuradas como prácticas sociales de paz, contribuyen a la construcción de una escuelaalternativa a través del juego y sus diferentes formas de realización, facilitando el reconocimiento mutuo, el encuentro y la resolución de problemas en un entorno de colaboración (Strauss y Corbin, 2002).
In this article, we aim to explore the slogans and banners that shape the linguistic landscape (hereafter, LL) of Córdoba during the mobilizations and marches of feminist collectives. These spaces emerge as sites for the circulation of diverse discourses that temporarily disrupt the city streets in an ephemeral manner for a short period of time. The political and social context of the current year, along with the decisions of a libertarian government seeking to erase and render invisible the spaces gained by the feminist and LGBTIQ+ movements over the past decades, give rise to the resurgence of demands for debts once thought to be settled, but which now appear as new territories to conquer. In this study, we will analyze the observed landscape during the 8M march in 2024 in the city of Córdoba, contrasting it with the slogans and banners of the 8M demonstrations over the past four years in the same city. To conduct the research, we will use a corpus of images collected in situ during the march and a corpus of images selected from local digital print media from 2020 to 2023.
On numerous occasions, different scientific currents have discussed human mobility, highlighting its characteristics, roots, conflicts and future perspectives. As a result, the data bank obtained from extensive field studies has provided fundamental analyzes for its understanding from the social sciences. In this academic delivery, we will try to strengthen the object of study, examining its relationship with the migrants described in the speeches of two northern Mexican songs with great popularity on the YouTube platform. Musical themes transmit symbolic discursive content that generates and distributes diverse perspectives on national and international issues. In this sense, in this article we will carry out a critical analysis of the discourses of the songs: “Ilegal” by Grupo Recluta and “La Casita” by Banda MS, which combine hundreds of millions of streams, emphasizing relevant characteristics of migration and its relationship with the daily problems of migrants, illustrating situations in which poverty, vulnerability, family separation, job insecurity, traffic dangers are present, among other complex circumstances.
Workplace democracy. Empowerment. Team leaders. Knowledge workers. This is the language of the new work order promoted by todays management, which promises more meaningful and satisfying work, greater respect for diversity, and more democratic distribution of knowledge.But Gee, Hull, and Lankshear find startling contradictions in this brave new workplaceescalating inequality between individuals, nations, and even continents. They show how newly created alliances between business, educators, and psychologists may point to a hidden capitalist agenda more interested in preserving the status quo than establishing a new work order. This book offers a compelling and controversial account of global capitalism in the information age and the ways it affects language, literacy, learning, and life chances. It will be of particular interest to students in education, business, sociology, sociolinguistics, and communication studies.
