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The aim of this research is to analyze attitudes students demonstrate when taking the subject Educational Investigation in the Language and Literature Program at UPEL-IPREM. This research is supported by Valuation Theory postulates (Kaplan, 2004; Halliday, 1998; Hood y Martin, 2005) that allows studying the ways and rhetorical resources used by speakers to position attitudinal, dialogical and intertextual to the contents of their statements, their partners and context. Data analysis was performed with three matrices support that allowed locating expressions denoting emotions, judgments and assessments of a corpus based on field diaries made by students while taking the course. Among findings, it is highlighted that students attitude towards the subject Educational Investigation goes from security to insecurity to achieve learning.

1. Actitudes de los estudiantes hacia la Asignatura Investigación Educativa. Aportes de la Teoría de la Valoración