SELECCIÓN DE TEXTOS Y CONSIGNAS DE MANUALES ESCOLARES PARA LA ENSEÑANZA DE LA ARGUMENTACIÓN: ANÁLISIS CRÍTICO DE LA IDEOLOGÍA EN LA LENGUA.

This paper, which is just part of a larger project that explores "the didactic transposition of processes of argumentative discourse to the school setting" (Giménez et al., 2010-2011) will deepen one of the aspects related to the macroability of comprehension but, more specifically, with regard to a level of critical interpretation of social discourse. We know that seen in a psychological perspective, in the process of understanding a text the reader attends unconsciously its overall meaning, whereas lower linguistic levels only get their full attention when grasping that meaning (Goodman, 2002) becomes difficult. However, because of the emphasis on the communicative approach within the teaching of language, both curriculum and teaching proposals sometimes fail to take into account the fact that for a full understanding of a text, including access to its full pragmatic sense within an ideological discursive context-as the training of critical readers is intended- it is required to return to the minimal constituents of the text which is being read in order that reading it may become a critical analysis and interpretation of its content. This lack reappears in the publishers' editorial proposals for the Secondary School a long as the lower linguistic levels -lexical-semantic, syntactic and morphological- continue to be approached, but still disconnected from any discursive aspect of speech, properly speaking. Thus, reading comprehension is presented as a simple matter of recognizing and surveying general structures or schemes of the texts under scrutiny, with the result that the study of "language" is not integrated to the interpretation of the social uses of language in actual speech. We illustrate these observations of our research by analyzing one of the textbooks that we have used, and applying categories such as subjetivema, transformations, and presuppositions, within the conceptual framework provided by the Critical Discourse Analysis and Critical Linguistics (Van Dijk, 1999; Fowler-Kress, 1993; Fowler et al., 1979; Wodak-Meyer, 2003). [ABSTRACT FROM AUTHOR]