El género discursivo epidíctico en el aula. El orgullo del maestro

Abstract

“[…] For the study is a way to enlarge and get ahead […]”, “[…] viva spanish language! [...] "," [...] just finished a thesis (.) Very very (.) Professor Adrián made some comments (.) he made an excellent comment [...] "," [...] one of the classmates made a I work with people who came out of jail (.) that lasted thirty (.) forty years in jail […] ”, “[…] And it's thirty years (.) ° mark an existence ° somewhat painful for them (.) And through the writing sought their (spaces) (.) people who have quit alcoholism (.) others who have left the drugs (.) and as a student here you can do a job (.) not only a social work (.) but a human labor (.) that this is very important (.) and in that sense they are formed here […] ”(Tr. CMG, Eth., clip 199). The previous comments are taken from the corpus collected from university professors First semester of the Curriculum Project of Bachelor of Basic Education with Emphasis on Humanities and Spanish Language of the Faculty of Science and Education of the University Francisco José de Caldas District, from the city of Bogotá, Capital District. Each statement presents an actor who tries to show the good of a reality that is, in this case, the career university, the University, the world that opens for each of the first students semester, the future and professional commitment to oneself and to society. But also it can be seen that another reality is shown: jail, the world of drugs, alcohol. In other words, we can say that there would be two realities discursively: one, valued very positively and represented in the university world with all its possibilities of action; the other, negatively valued and represented in the world of jail, drugs and alcoholism, which we could call, in a very general way, social anomie. We can also say that in the teacher's speech the emotional function is ratified or expressive of the language developed by Jakobson in 1963, which surely tries to motivate students. We will take that expressiveness in the classification of the speech made by Aristotle in rhetoric: the epidictic discursive genre. This genre was used and had its greatest boom in the Imperial time to praise and censor, always oriented to the formation of the citizen. In our work gathers the rhetorical tradition but we guide a reading of the epidíctico like a way of valuing reality