An approach to the lectionary as a discursive genre of record in the chilean school context

• Autores: Álvarez Cruz, Martín, Olivares-Morales, Vannia, Simonó Veranes, Nayra
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Academia Peruana de la Lengua
• Repositorio: Boletín de la Academia Peruana de la Lengua
• Lenguaje: español
• OAI Identifier: oai:ojs.revistas.apl.org.pe:article/1359
• Enlace del recurso: https://revistas.apl.org.pe/index.php/boletinapl/article/view/1359
• Nivel de acceso: acceso abierto
• Materia: discourse genres; education; lectionary; rhetorical analysis; professional genres; géneros discursivos; educación, leccionario; análisis retórico; géneros profesionales

Different genres of discourse have been addressed in studies of professional discourse, but there is little empirical evidence on this subject (Foscarini, 2013). This paper presents an approach to the lectionary genre from a rhetorical-discourse analysis perspective based on genre studies that allow for a text graphic description (Swales and McCarty, 2017). The aim was to describe the discourse characteristics and rhetorical structure of the lectionary in the Chilean context and to situate it in relation to other genres and practices in the field of education. For this purpose, interviews were conducted, regulatory documentation was analyzed, and a sample of one hundred lessons from ten different lectionaries was examined. The analysis of content and linguistic discourse reveals two mandatory and recursive steps (contextualizing a lesson in lesson planning and describing the lesson) to fulfill the purpose of the lesson plan as a genre of record aligned with other genres, such as lesson planning.