La identidad mexicana en libros escolares y narrativas: Un enfoque crítico y sociocognitivo.
Project title
La identidad mexicana en libros escolares y narrativas: Un enfoque crítico y sociocognitivo.
Project description
Free Textbooks (LTG) have been distributed since 1960 as school textbooks and are compulsory for all Mexican children. As such, they have functioned as instruments of ideological domination used by the government, among other functions, to present a shared model of national identity. For this reason, the general purpose of this research has been to analyze the strategies of discursive construction through which the Idealized Cognitive Model (Lakoff 1987, MCI) of Mexican national identity was structured into four generations of first-primary LTGs (1960-1971; 1972-1980; 1981-1993; 1994-2009), how and why these models were modified in the newer editions and to what extent such MCIs are reflected in the narratives of people who studied with these books. The project was structured around two axes that divide the study into two parts. The first includes the multimodal analysis (iconic and verbal) of the books approached using methodologies from Cognitive Linguistics (CL), Critical Discourse Studies with a sociocognitive orientation and Social Semiotics. The second, empirical part of the research has involved semi-guided interviews and the analysis of how these ICMs are manifested in the narration of people who used the manuals during primary education. Thus, the most novel aspects of this research are, on the one hand, the nature of the corpus, which includes four generations of both LTG and individuals, which makes possible a diachronic and contrastive study of the identity mental scheme. Also, the analysis of Mexican schoolbooks here proposed, is part of the few works that are anchored in linguistic perspectives, since most of the research has been done in the field of anthropology, historiography, sociology and educational sciences. On the other hand, the highly interdisciplinary approach constitutes an important contribution in the field of discourse studies in Spanish. In particular, the use of CL tools provides novelty to this research because critical analysis from a cognitive point of view constitutes practically unknown terrain.
Funded
Primary Conductor
Subject(s)
Dewey Decimal Classification::400 - Language::460 - Spanish & Portuguese languages
Keyword(s)
Mexican identity
Schoolbooks
Ideology
Critical Discourse Studies
Cognitive Linguistics
Narratives
Schoolbooks
Ideology
Critical Discourse Studies
Cognitive Linguistics
Narratives
Project Start Date
01-Jan-2016
Expected completion date
20-Oct-2021
Language(s)
es
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