Analysis of the discursive elements of an Educational Model for Comprehensive Training

Abstract

This study explores the discursive characterization of the humanities in the Educational Model for Comprehensive Training of a Mexican Autonomous University, focusing on the processes of inter-discursiveness and the conditions for the possible emergence of discourses found in the document on which the model is based, as well as considering the pertinent para-texts to conduct the analysis. Its first aim is to analyze the discursive elements of the model about the humanities by establishing the intentions, ideological baggage, purposes, controls and conditions that make a certain discourse be configured as it is. To carry out this work we used discourse analysis, with the categories of conditions of possibility, social-ideological-discursive formations, interdiscursive processes, and discourse and conjuncture relationships. The results of the analysis of the categories reveal that the educational model analyzed places special emphasis on elements of an economic nature in its configuration, internalizing the trends of education present in the conformation of the curricula and, in turn, in educational discourses.