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Los libros de texto suelen ser el primer contacto que tienen los alumnos con los materiales de estudio y, por ende, se constituyen como el material de iniciacion a las practicas de la lectura disciplinar. Atento a ello y sobre la base de abordajes previos (Tosi, 2008, 2009, 2010a y 2010b), en este trabajo analizamos ciertos modos de formulacion linguistica de los libros escolares de nivel Secundario con el fin de averiguar en que medida su configuracion discursiva contribuye al aprestamiento de la lectura de textos especializados. Especificamente, abordamos los diferentes modos de referencia al discurso ajeno en un corpus de libros de texto editados en la Argentina a partir del advenimiento de la democracia (1983) hasta la actualidad. Finalmente, planteamos algunos de los alcances de las estrategias discursivas registradas. Abstract Normal 0 21 false false false MicrosoftInternetExplorer4 Textbooks are usually the first instance in which students get in contact with study tools and, therefore, they constitute the material for the initiation into the practice of reading disciplinary texts. Taking this idea into account and on the basis of previous approaches (Tosi, 2008, 2009, 2101a, 2010b and 2010c), this article presents the analysis of certain ways of linguistic formulation in secondary school textbooks, aiming to find out to what extent their discursive configuration contributes to the process of initiation into reading specialized texts. Specifically, this article deals with the different ways of reference to referred discourses within a corpus of textbooks edited in Argentina from the advent of democracy (1983) until 2006. Finally, it sets out some of the scopes of the discursive strategies that have been registered.

Argumentatividad y polifonía en libros escolares. Un análisis microdiscursivo en libros de texto argentinos