La descripción en la escuela. Perspectivas y posibilidades
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Abstract
In this article, some suggestions for the teaching of description in different school texts are shown, and it is proposed that the discursive operations in school be inscribed in the framework of valor discourse analysis. In this way, it is shown that, in the school environment, descriptions can be built through a series of assigned steps and that they do not have a value per se but just from the relations established with narration. That is, description is not considered a discursive .operation or a competence with mechanisms functioning and strategies to be developed in subjects. Results highlight the methodological difficulty school materials show in separating and differentiating description from narration because use in actual discourse practice they are normally found together.
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