Estrategias de construcción de imágenes en el discurso de una maestra rural

Abstract

This work studies the discourse of a rural teacher from Cordoba; Argentina; in order to identify how she builds discursive images for herself and for her pupils. Data consisted of transcriptions of the utterances produced by the teacher during a turn-taking of an interview made to her. Analisys focused on the treatment of verbal paradigm and the shifting in the use of gramatical person; both were considered argumentative strategies. The study showed that teacher’s discourse strategies present this discourse in terms of what is called knowledge modality. Through this modality the teacher builds a stigmatized image of her pupils from a static notion of apprenticeship. It is considered that this type of discourse analysis can contribute to identify assumptions that support daily pedagogical practices in schools.