Critical discourse analysis to the field of curriculum of initial teacher training in Chile

Abstract

This article exposes the epistemological exercise to generate an analytical framework to problematize, from a poststructural perspective, the discourse of initial teacher training curriculum in Chile through a critical discourse analysis. The reflections are presented, showing the complexity of building bridges of dialogue between a kind of self-analysis of a structural paradigm, considering poststructural viewpoints of knowledge. Thus, the main argument revolves around the generation of research trails open to uncertainty within critique context of the scientific objective claim of Social Sciences.