Logogénesis interpersonal en la representación discursiva de los contenidos de sexualidad, afectividad y género en textos escolares chilenos.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
Desde sus primeras implementaciones hasta la actualidad, la educación sexual ha sido una temática de alto interés e impacto en los países en las que se ha aplicado, lo que incluye a Chile. Las políticas internacionales han estado orientadas a aumentar el alcance de atención y acompañamiento en salud sexual, al mismo tiempo que robustecer los sistemas de educación a nivel curricular. El texto escolar juega un rol fundamental en la organización y expresión de contenidos de sexualidad en los establecimientos educativos chilenos, en tanto, recontextualiza un saber científico especializado en un saber enseñable, brindándole una progresión didáctica. La presente investigación se propone interpretar las representaciones discursivas respecto a la sexualidad en dos textos escolares del eje de ciencias naturales. Para ello, se ha seguido un análisis interdisciplinario de un corpus conformado por el texto de ciencias naturales de séptimo básico y de biología de segundo medio. Metodológicamente, se ha seguido un análisis por etapas, en las que la descripción de los posicionamientos discursivos se ha hecho bajo el aparato teórico-metodológico del sistema de VALORACIÓN. EL sistema de Valoración se trata de una herramienta teórico-metodológica de modelamiento de los significados evaluativos de una lengua. Una segunda etapa involucra la interpretación de dichos posicionamientos en torno a criterios de validez y alineamiento con la evidencia científica, de acuerdo con un enfoque socioecológico, de derecho y curso de vida. Los resultados apuntan a una representación negativa de la sexualidad lo que se desarrolla con mayor prevalencia en significados de apreciación en ACTITUD, de fuerza en GRADACIÓN y heteroglósica en COMPROMISO. Respecto a este último resultado es destacable para el registro pedagógico que existe una tendencia hacia la contracción dialógica. Los significados valorativos se despliegan en torno a 5 referentes discursivos: sexualidad, embarazo adolescente, autocuidado, género y ciencia. Como conclusión, se destaca un alineamiento parcial y estratégico con el enfoque integral en sexualidad; por un lado, se representa la sexualidad más allá de lo biológico, por otro, existe una prevalencia de valoraciones en torno a la ética de las prácticas sexuales, en las que los adolescentes son los principales responsables.
From its first implementations to the present, sexuality education has been a topic of high interest and impact in the countries where it has been applied, including Chile. International policies have been aimed at increasing the scope of sexual health care and support, while strengthening education systems at the curricular level. School textbooks play a fundamental role in the organization and expression of sexuality content in Chilean educational establishments, as they recontextualize specialized scientific knowledge into teachable knowledge, providing it with didactic progression. This research aims to interpret the discursive representations regarding sexuality in two school textbooks from the natural sciences axis. To this end, an interdisciplinary analysis of a corpus consisting of seventh-grade natural science textbooks and second-grade biology textbooks was conducted. Methodologically, a phased analysis was followed, in which the description of the discursive positions was carried out using the theoretical and methodological framework of the APPRAISAL system. The APPRAISAL system is a theoretical and methodological tool for modeling the evaluative meanings of a language. A second stage involves the interpretation of these positions based on criteria of validity and alignment with scientific evidence, in accordance with a socioecological, legal, and life-course approach. The results point to a negative representation of sexuality, which is most prevalent in the meanings of appreciation in ATTITUDE, strength in GRADATION, and heteroglossic in ENGAGEMENT. Regarding this last result, it is noteworthy for the pedagogical register that there is a tendency toward dialogical contraction. The evaluative meanings are deployed around five discursive referents: sexuality, teenage pregnancy, self-care, gender, and science. In conclusion, a partial and strategic alignment with the integral approach to sexuality stands out; on the one hand, sexuality is represented beyond the biological; on the other, there is a prevalence of evaluations surrounding the ethics of sexual practices, in which adolescents are the main responsible parties.
From its first implementations to the present, sexuality education has been a topic of high interest and impact in the countries where it has been applied, including Chile. International policies have been aimed at increasing the scope of sexual health care and support, while strengthening education systems at the curricular level. School textbooks play a fundamental role in the organization and expression of sexuality content in Chilean educational establishments, as they recontextualize specialized scientific knowledge into teachable knowledge, providing it with didactic progression. This research aims to interpret the discursive representations regarding sexuality in two school textbooks from the natural sciences axis. To this end, an interdisciplinary analysis of a corpus consisting of seventh-grade natural science textbooks and second-grade biology textbooks was conducted. Methodologically, a phased analysis was followed, in which the description of the discursive positions was carried out using the theoretical and methodological framework of the APPRAISAL system. The APPRAISAL system is a theoretical and methodological tool for modeling the evaluative meanings of a language. A second stage involves the interpretation of these positions based on criteria of validity and alignment with scientific evidence, in accordance with a socioecological, legal, and life-course approach. The results point to a negative representation of sexuality, which is most prevalent in the meanings of appreciation in ATTITUDE, strength in GRADATION, and heteroglossic in ENGAGEMENT. Regarding this last result, it is noteworthy for the pedagogical register that there is a tendency toward dialogical contraction. The evaluative meanings are deployed around five discursive referents: sexuality, teenage pregnancy, self-care, gender, and science. In conclusion, a partial and strategic alignment with the integral approach to sexuality stands out; on the one hand, sexuality is represented beyond the biological; on the other, there is a prevalence of evaluations surrounding the ethics of sexual practices, in which adolescents are the main responsible parties.
Description
Tesis presentada para optar al grado de Magíster en Lingüística Aplicada.
Keywords
Análisis del discurso, Educación sexual, Salud sexual, Libros de texto