Abstract

This paper seeks to establish the reflexive fundamentals about the importance of language in initiave-functional college education, with the general objective of finding and developing categories that allow synthesizing schemes of different approaches to language, in order to contribute to the teaching practice with discourse analysis techniques, which favor processes that promote the pupils’operative intellectual habits. To present this, we will show some propositions that underlie didactic strategies we have used, to motivate, stimulate, and provoke participation from the students in the teaching-learning process of the topics raised in the different subjects that integrate the Sciences of Communication course at the National Autonomous University of Mexico (UNAM). Therefore, the aim of this exposition of causes is to define: 1) our experiential context so to make explicit the limitations and challenges we experiment with and face in this academic exercise to provoke the pupils’ amazement or at least keep their interest; and 2) the theoretical assumptions that underlie our investigation about the relationship between observed language (system) and lived language (act).