Resumen: El propósito principal de este artículo es presentar un modelo teóricometodológico de estudios del discurso desde una perspectiva social e ideológica y precisar el papel de los recursos interpersonales del lenguaje para dar cuenta de la explicación de fenómenos sociales. De manera particular se describe y explica el potencial analítico que ofrece el sistema de valoración (Martin & White, 2005; Oteíza & Pinuer, 2012; Oteíza, 2017a) para los estudios del discurso. Con el objeto de dar cuenta de una manera comprehensiva de este sistema, se ilustra cada uno de los sub-sistemas y categorías propuestas con ejemplos provenientes de un corpus oral y escrito sobre las prácticas discursivas de transmisión pedagógica de las memorias históricas de un pasado reciente de violación a los derechos humanos cometidos durante la dictadura civil-militar de Augusto Pinochet en Chile (1973)(1974)(1975)(1976)(1977)(1978)(1979)(1980)(1981)(1982)(1983)(1984)(1985)(1986)(1987)(1988)(1989)(1990).Palabras clave: sistema de valoración -lingüística sistémico funcional -estudio social del discurso -transmisión pedagógica de memorias históricas
In this article we explore the semantic category of graduation, specifically force (appraisal theory), which builds the symbolic dimension of time in historical discourses. Our aim is to provide a more refined and extensive theoretical framework to analyse the symbolic construction of time in historical discourses – one that allows us to take into consideration how social, political and economic processes and events are represented and valued in historical discourses. We propose that this symbolic ‘scenification’ of time is constructed in the discourse by a combination and accumulation of congruent and metaphorical lexico-grammatical resources. In this manner, meanings of quantification of time as duration and sequencing tend to be expressed in a more congruent way, whereas meanings of intensification of time as accelerating, deepening and expectation tend to be expressed in a more metaphorical manner by means of processes and nominalizations. The chronological dimension of time imbricates the symbolic dimension in a way that allows historians and sociologists to legitimate particular historical memories of the recent Chilean past.
The purpose of this article is to examine history classroom interactions in
Chilean secondary schools in relation to the transmission of historical memories of
human rights violations committed by Augusto Pinochet’s dictatorship from 1973
to 1990. Corpora of this research are comprised of history lessons filmed in the two
types of public schools that coexist in the Chilean educational system, namely government
subsidized and partially subsidized schools. This research draws on linguistics
resources framed by the sociosemiotic perspective of systemic functional
linguistics. We incorporate into this theoretical framework the notions of semantic
gravity and semantic density from legitimation code theory in order to understand
the variations of levels of specialization and abstraction that build cumulative
knowledge and ideological cosmologies when one is dealing with a sensitive and
complex aspect of Chilean society.
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