La metáfora gramatical en los textos escolares de Ciencias Sociales en español

Resumen

This paper addresses the study of grammatical\nmetaphor in Spanish, specifically in Social\nScience textbooks in use in Colombian secondary\nschools. Our main interest is to analyze,\nfrom a Systemic Functional Grammar perspective\n(Halliday, 1994, 2004b), the particular characteristics\nof ideational grammatical metaphors\nin Spanish and their implications for citizenship\neducation and for learning processes. The corpus\nis made up of chapters about the Industrial\nRevolution from three eighth-grade texts. Our\nanalysis has identified the presence of grammatical\nmetaphors in Hallidayan terms: nominalizations\nof processes and qualities and the use\nof causal verbs in place of conjunctions. We have\nalso identified other types of metaphor: nonergative\nclauses, historical present tense, and\ninanimate participants. The paper also stresses\nthe importance of unpacking metaphors during\nthe process of analysis and also during teaching\nand learning processes, since unpacking sheds\nlight on information hidden in the metaphor.