Publication: Configuración discursiva de la literacidad en el perfil docente en México: análisis de los procesos verbales.
Authors
Godínez López, Eva Margarita ; Rivera Treviño, Marco Antonio
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Publisher
INLIMA. Instituto de Lingüística Materialista.
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este trabajo se examina el perfil de egreso de la licenciatura en Educación Primaria en México para identificar de qué manera se configura discursivamente la literacidad a través de los procesos verbales del sistema de Transitividad de la LSF (Halliday y Matthiesen, 2014). Se encontró un predominio de procesos mentales y relacionales, y escasa presencia de procesos verbales, lo que parece indicar un enfoque orientado a la adquisición de saberes y en menor medida a la producción discursiva. Además, los objetivos formativos del perfil de egreso que se expresan con procesos verbales se sitúan mayoritariamente en los niveles cognitivos medio y bajo de la Taxonomía de Bloom. Este perfil refleja una concepción pasiva y receptora del docente en formación y una literacidad subsidiaria, más técnica que crítica, por lo que se sugiere revisar el currículo para integrar una literacidad situada, crítica y generadora de conocimiento para los profesores mexicanos.
Abstract: This paper examines the graduate profile of the bachelor’s degree in Primary Education in Mexico to identify how literacy is discursively configured through the verbal processes of the SFL Transitivity system (Halliday and Matthiesen, 2014). A predominance of mental and relational processes was found, and scarce presence of verbal processes, which seems to indicate a focus on the acquisition of knowledge and in a lesser extent to discursive production. Additionally, the educational objectives of the graduate profile that are expressed with verbal processes are mostly located in the medium and low cognitive levels of Bloom's Taxonomy. This profile reflects a passive and receptive conception of the teacher in training and a subsidiary literacy, more technical than critical, so it is suggested to revise the curriculum to integrate a situated, critical, and knowledge-generating literacy for Mexican teachers.
Abstract: This paper examines the graduate profile of the bachelor’s degree in Primary Education in Mexico to identify how literacy is discursively configured through the verbal processes of the SFL Transitivity system (Halliday and Matthiesen, 2014). A predominance of mental and relational processes was found, and scarce presence of verbal processes, which seems to indicate a focus on the acquisition of knowledge and in a lesser extent to discursive production. Additionally, the educational objectives of the graduate profile that are expressed with verbal processes are mostly located in the medium and low cognitive levels of Bloom's Taxonomy. This profile reflects a passive and receptive conception of the teacher in training and a subsidiary literacy, more technical than critical, so it is suggested to revise the curriculum to integrate a situated, critical, and knowledge-generating literacy for Mexican teachers.
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Citation
Refracción : revista sobre lingüística materialista, n. 12, 2025, p. 41-60.
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