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vol.14 issue43Género, escuela y logro escolar en matemática y lengua de la educación media: estudio exploratorio basado en un modelo multinivel bivariadoHablar, no golpear: razonamiento infantil sobre disciplina parental author indexsubject indexsearch form
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Revista mexicana de investigación educativa

Print version ISSN 1405-6666


GUTIERREZ CHAM, Gerardo. Coacción y poder en reglamentos escolares para niños (estudio de un caso). RMIE [online]. 2009, vol.14, n.43, pp.1079-1102. ISSN 1405-6666.

This study forms part of broader research on written regulatory discourses in basic education by analyzing model regulations from a private school in Guadalajara (Jalisco, México). The theoretical perspective is the critical analysis of discourse, as well as the theories of ideological argumentation (Van Dijk, Reboul, Foucault, Fowler, Ducrot, and Bordieu). We demonstrate that school regulations in basic education comply with at least two major functions: a) They serve to formalize the internal regulation of groups; i.e., they help to establish and "make visible" the norms that make group functioning possible; and b) They are used as tools for control, prosecution, and the exercise of power. In other words, they function as "instruction books" of induced behavior to ensure the prevalence of a certain order designed by the scholastic institution.

Keywords : analysis of discourse; power; argumentation; schools; children; Mexico.

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