The objective of this essay was to detail the construction of a research project using the discourse analysis method, addressing the difficulties faced by undergraduate and graduate students in considering this method, despite its feasibility and relevance. Various topics and objects of study were explored, emphasizing the selection, analysis, and interpretation of sources as fundamental aspects. An open, flexible, and nonlinear project structure was presented, consisting of the problem statement, theoretical framework, methodology, results analysis, and conclusions. To facilitate understanding, extracts from a model project were included to illustrate each phase, conceptualizing and characterizing them with their respective functions and writing styles. The results showed that discourse analysis enabled the development of documentary research with a qualitative focus, highlighting the importance of categorizing and as-sessing the relevance of sources, which strengthened research competencies and promoted critical and in-depth interpretations.

Keywords: Documentary research; sources of consultation; discourse analysis; qualitative approach; interpretation.

Research is not an easy task, although it becomes accessible to those who have developed the necessary skills and see it as a tool to contribute to development (Arias González, 2020; Cartaya Olivares et al., 2017; Hernández-Sampieri & Mendoza, 2018; Monje Álvarez, 2011). Similarly, research manifests itself in daily life, especially when there is an interest in understanding the causes of certain social or natural phenomena. Examples of such phenomena include rising temperatures in specific locations, increased insecurity in rural or semi-rural areas, changes in urban economic activities, decreased mortality rates in developed countries, causes of environmental pollution, and study modalities adopted during the Covid-19 pandemic. These topics reflect the concerns or interests of citizens, politicians, sociologists, and, of course, researchers. As Barraza Macías (2022) points out, these actors are tasked with finding answers to various enigmas, whether due to personal interest or institutional mandates, with the goal of generating knowledge that benefits the disciplines or professional fields in which they conduct their investigative work.

One of the purposes of this essay is to propose the discourse analysis method, based on the contributions of Íñiguez (2003), Karam (2005), Sayago (2014), and Urra et al. (2013), as a real, tangible, and viable alternative for constructing research projects. There is a common belief that this method is limited to locating, selecting, and analyzing information to support the author's ideas or integrate exclusively into the conceptual or theoretical framework, alongside the state of the art. However, the aim is to demonstrate that discourse analysis possesses unique procedures and characteristics that distinguish it from other qualitative or interpretative methods commonly used to address a research object.

One of the primary obligations and responsibilities of higher education institutions is to provide undergraduate and graduate students with solid training in research (Jiménez Meraz et al., 2020; Olea Deserti, 2020; Prieto-Galindo et al., 2022; Sánchez Luján & Hinojosa Luján, 2020). This training should enable them to address the diversity of issues in their immediate environments, particularly in a context that emphasizes intervention under sustainable development, sustainable growth, and contextualization schemes, as promoted in Mexico by the National Council of Humanities, Science and Technology (CONAHCYT, 2020) and the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2018). In this sense, it is projected that research training will have a transdisciplinary approach and be methodologically complementary, integrating both documentary and field strategies.

The objective of this essay is to break down the construction of a research project using the discourse analysis method, which primarily relies on documentary consultation. This involves an exhaustive review of a documentary study, which provides the necessary guidelines to understand how to construct each phase of the project, from the problem statement or background to the development of bibliographic references. This approach aims to help the reader understand the functionality and relevance of conducting a research project. It is worth noting that the structure and style adopted in this essay are inspired by the work of Morales Salas et al. (2018), with the essential characteristic of linking theory and practice in the field of research, particularly in the documentary approach.

Research Based on Discourse Analysis: A Case Study

This paper aims to illustrate how to develop a research project using the discourse analysis method, drawing on the contributions of Íñiguez (2003), Karam (2005), Sayago (2014), and Urra et al. (2013). This method is primarily based on the analysis of documents and other sources that include material related to the previously defined object of study.

To break down each part of a research project, basic information about concepts, characteristics, functions, and phases of implementation, among other relevant aspects, will initially be presented. Subsequently, excerpts or paragraphs from the chosen study will be included as examples to faithfully illustrate the corresponding content of each project phase (Morales Salas et al., 2018). Furthermore, to facilitate the understanding and scope of the research project used as a model, it will be useful to provide some reference data.

The analyzed study is titled “Competencias instrumentales de investigación aplicada para la formación de interventores educativos de la Universidad Pedagógica Nacional” (Instrumental Competencies in Applied Research for the Training of Educational Intervenors at the National Pedagogical University). Its author is Correa (2021, 2022), a full-time professor at the National Pedagogical University 144 in Ciudad Guzmán and a member of Mexico's National System of Researchers (SNII). According to the CONAHCYT classification, this study falls within the area of behavioral sciences and education, specifically in the field of pedagogy.

The Discourse Analysis Method: An Alternative for Research

This essay prioritizes the discourse analysis method, which is of a documentary nature. This method is based on the identification and systematization of arguments and/or texts related to the research topic or object of study, adapting them to the specific objectives of the research. To conceptualize this approach, the following definition by Penalva Verdú et al. (2015) is included:

… is a fairly heterogeneous set of methods and procedures based on semiotics and structuralism. It is characterized by its wide range of traditions and practices and its interdisciplinarity (sociolinguistics, ethnography, conversational analysis, critical discourse analysis, discourse psychology). Unlike Grounded Theory and Analytical Induction, which have Anglo-Saxon origins, discourse analysis has its roots and primary development in France and Italy. Discourse analysis can be understood as a framework for interpreting social action (p. 96).

The phases established for implementing discourse analysis begin with an initial stage where the researcher collects the documents or data that form the corpus. From this corpus, the meanings (discourses) expressed by the speaker or writer will be derived. Sayago (2014) suggests that, from this stage onward, the analyst's active participation should be prioritized. The analyst’s task is to identify and describe the regularities present in the collected documents or data. The result of this analysis will determine the style of communication adopted by the analyst to construct the discourse, which will serve as the basis for presenting the research findings.

Regarding the procedure followed to apply discourse analysis in source consultation, Karam (2005), Sayago (2014), and Urra et al. (2013) agree on the following phases for developing this method:

• Thematic delimitation.
• Definition of categories and indicators: Establishing the parameters that will guide the documentary consultation.
• Source consultation: Exploring various sources such as internet sites, research reports, documentaries, etc.
• Assessment of relevance and reliability: Evaluating both printed and electronic sources for their pertinence and trustworthiness.
• Integration of textual and paraphrased citations: Including contributions from the consulted authors in a structured manner.
• Final integration of references: Formalizing the consulted sources for drafting the study's final report. 

As can be observed, the discourse analysis method helps researchers define the problem or topic to be addressed. However, it is also necessary to guide the documentary consultation by defining categories that serve as a foundation for selecting the texts or content to analyze. This process allows for the selection of sources, with the recommendation that they be diverse. Subsequently, these sources should be reviewed to evaluate their relevance and reliability in relation to the study's objectives (Arias González, 2020; CEPAL, 2020).

It is worth noting that discourse analysis is an appropriate, feasible, and relevant methodology, particularly when difficulties arise in addressing the object of study through field research. For instance, when it is not possible to directly apply data collection techniques to a specific population or study subjects, a comprehensive documentary consultation can serve as a useful starting point. This process enables researchers to become familiar with the object of study, select well-established previous research, and work with sources such as scientific articles, theses, or extended study versions. Additionally, conducting a systematic review (Universidad de Navarra, 2024) based on discourse analysis can be considered. This approach not only highlights the core elements of each study but also facilitates critiques, reflections, and arguments regarding the content examined.

The Problem Statement: The “Backbone of the Study”

This process represents the initial approach to the object or topic of study, where the empirical and theoretical components of the issue to be addressed are combined. According to Hernández-Sampieri & Mendoza (2018) and Sautu et al. (2005), the problem statement includes the background and previous research supporting the initial explorations, which enables a deeper identification of the issues. At this stage, the research questions and objectives are formulated, along with hypotheses and assumptions, through the definition of variables. Furthermore, the justification and the problem statement are developed as key elements guiding the study's progression.

According to the Universidad Autónoma del Estado de Hidalgo (2020, p. 5), the problem statement:

It involves refining and formally structuring the research idea by developing five elements: objectives, questions, justification, feasibility, and evaluation of deficiencies. This is a fundamental part of the research process as it determines and guides all subsequent actions.

Regarding justification, this element integrates the theoretical and empirical components that explain the reasons for conducting the research. Based on the research by Correa (2021, 2022), the following paragraph addresses part of the justification. It includes historical background on the start of the Licenciatura en Intervención Educativa (LIE) program at the Universidad Pedagógica Nacional (UPN) 144 and highlights the professionalizing nature of the educational program:
Since 2002, when the Licenciatura en Intervención Educativa (LIE) program began operating at UPN Unidad 144 in Ciudad Guzmán, Jalisco, there has been limited experience in conducting applied research projects. From the outset, the curricular design of the LIE program has had a professionalizing focus. This approach emphasizes the acquisition of academic or professional competencies, including designing projects, creating learning environments, advising individuals and groups, adapting programs, and conducting diagnoses. While these functions are related to applied research, the connection is not direct (Correa, 2021, p. 21).

Consulting various documentary sources, such as books, scientific articles, databases, theses, newspapers, videos, websites, and blogs, is essential for gathering the information needed to problematize and begin to define the theoretical, conceptual, and empirical components that will generally form the problem statement (Rojas Crotte, 2011; UNESCO, 2018). Writing the research questions, objectives, and hypotheses will provide the necessary guidelines for exploring various sources and subsequently selecting the information to be used in the argumentation of the first part of the project based on discourse analysis.

The Theoretical Framework: Foundations and Previous Research

Gallego Ramos (2018), Rivera-García (2003), and Sautu (2018) propose including essential components in this section, such as the conceptual framework, theoretical foundations, reference framework, state of the art, and all theoretical and conceptual contributions that help explain elements related to the problem statement. These components not only provide a solid context for the study but also serve as a foundation for interpreting the research results in light of the perspectives and sources considered.

When constructing the theoretical framework, a key recommendation is to start with basic aspects and progressively address the more complex elements of the information covered. It is common to begin with fundamental concepts related to the research object or topic. Below is an example of the integration of a concept, excerpted from Correa's study (2021):

Guerra (as cited by Correa, 2021) conceptualizes research training as a set of actions aimed at fostering the acquisition and development of the knowledge, skills, and attitudes necessary for students and professors to successfully perform productive activities associated with scientific research, technological development, and innovation, whether in the academic or productive sector (p. 29).

In addition to concepts, another fundamental aspect to consider is the analysis of previous studies related to the research topic. This analysis should focus on the most representative and significant elements, as they are crucial in guiding the research. These elements include objectives, theoretical foundations, methodology used, and main findings. Below is an example illustrating this, based on an excerpt from Correa's study (2021):

Lira (2019, as cited by Correa), employed a qualitative narrative methodology, involving focus groups comprised of undergraduate (bachelor's degree) faculty and students engaged in integrative projects, and doctoral students working within the applied research framework:

The study methodology was qualitative and narrative in nature, using the focus group technique. Two focus groups were conducted: one comprised of 20 undergraduate professors familiar with and experienced in teaching integrative projects at their university, and the other group included 12 sixth-semester doctoral students whose research followed an applied approach. Both focus groups consisted of individuals with relevant experience in the research focus of interest (p. 34).

From this, key methodological elements can be identified, such as the research approach, instruments used, study context, application conditions, target population, and a partial description of data collection actions. Generally, the impact of prior research is favorable for the study's development, as it can form the foundation of the research protocol.

CEPAL (2020) highlights that, when the theoretical framework has a documentary nature, discourse analysis plays a significant role. Among other functions, this method facilitates the selection of sources, identifies essential content to support the study, and serves as a guide for integrating textual citations. These citations enable reliable and precise recovery of individual or corporate authors' positions. Additionally, the use of paraphrased citations encourages personal argumentation and interpretation by the researcher.

To achieve this, the APA Manual 7 (American Psychological Association, 2020) is an essential tool. This resource provides guidance for integrating citations, references, tables, and figures, enhancing the text's formal structure. Furthermore, it offers key recommendations for improving content writing.

The Methodology: The Path to Follow

To fulfill the purposes of the research methodology, from the perspective of Arias González (2020), Monje Álvarez (2011), and Ortega (2022), it is crucial to consider factors related to the context, the study population, and the procedures planned for implementation. While fieldwork and spontaneity in data collection are distinctive features of qualitative research, it is advisable to design a work plan that provides clear guidelines for conducting both field and documentary research. This plan facilitates the organization of procedures and contributes to the systematization of results. Ortega (2022) emphasizes the importance of carefully addressing key factors within the methodology:

• What data to collect (and what data to disregard).
• Whom to approach to collect information (referred to as "sampling design" in research).
• How to collect the data (referred to as "data collection methods").
• How to analyze the data (referred to as "data analysis methods").

According to Monje Álvarez (2011), in a quantitative or hypothetical-deductive approach, each of these factors is considered in a linear and closed manner. In fact, as part of the research protocol, a preliminary sampling is carried out to precisely define the study population, as well as the specific conditions under which the instruments will be applied. On the other hand, in a qualitative or interpretive approach, one of the first actions of the researcher is to visit the context to establish an initial connection with the study's informants or collaborators. This approach is characterized by its spontaneity, openness, and flexibility in execution.

Correa (2021) underscores the relevance of the functions of discourse analysis as a central methodology in documentary research. These functions include:

One of the advantages or strengths of this type of analysis is that it provides tools to address the vast number of UPN regulatory documents, which define the research training approach in its undergraduate and graduate programs, as well as other documents regarding the origins of the UPN that highlight research as a substantive function of the institution and its importance within the institution's National Academic Project (p. 66).

As illustrated, one of the peculiarities of the study was the necessity to consult and review UPN regulatory documents, as a curricular analysis was conducted to identify courses whose thematic content and activities contributed to the research training of students in the Bachelor’s Degree in Educational Intervention (LIE). This demonstrates that documentary sources are highly functional not only because they facilitate understanding of the research object but also because they provide the necessary elements to activate the researcher’s capacity for analysis, reflection, and synthesis.

Based on the content developed regarding methodology in discourse analysis, it is established that any text, including an essay or monograph with a predominantly documentary nature, requires the preparation of a work plan. This plan should include a schematic outline for its development, the identification of sources that will form the basis of the analysis, and a summary or conclusion where the researcher’s position or perception is concretely expressed. Correa (2023) emphasizes that fieldwork should not be considered an indispensable condition for adopting a methodology, as it is an implicit task in any research, regardless of whether its nature is documentary.

Results Analysis and Interpretation: Key Findings

Results analysis and interpretation represent the final phase of the research process; however, the procedures and materials necessary for this stage are defined from the methodology. In the case of documentary research, which is qualitative in nature, data processing is carried out through the reduction and categorization of information. This approach facilitates the clarification, synthesis, and comparison of data.

Within the qualitative approach, a significant amount of textual information is collected, including interviews with informants, field notes, and audiovisual or graphic material obtained during fieldwork (Sandín, 2003). This volume of data requires a reduction process to make it manageable, practical, and functional (Hernández-Sampieri & Mendoza, 2018).

Categorization, in turn, involves organizing the information into segments or units defined by the researcher. It is particularly relevant to prioritize categories that are most closely related to the object of study. Monje Álvarez (2011) notes:

Categorization involves segmenting into singular elements or units that are relevant and significant from the perspective of our research interest. Categorization is performed through recording units, that is, by establishing a unit of meaning (another possible definition of category) in a text recorded by some means (usually recorded), making it both textual and conceptual" (p. 193).

Espinoza Freire (2019) emphasizes another critical attribute of categories: their timeless operationalization. This means that categories can be applied at the outset or any point during the research, as they do not follow a specific linear sequence. Hernández-Sampieri & Mendoza (2018, p. 524) propose the following phases for data analysis in a qualitative approach:

• Discovery phase: The researcher must recognize the patterns emerging from their data, examining them in every possible way.
• Coding phase: Data is grouped and analyzed according to similarities, following these steps: developing coding categories, coding data to determine its positive or negative correspondence to the category, and mechanically separating data for each category without interpretation.
• Final analysis phase: Data relativization, which involves interpreting the information according to the context in which it was collected.

The discovery phase includes exploration actions, where the researcher delves into the context of the study, noting key components, potential conditions for data collection, and informants' attitudes. In contrast, the coding phase is a purely technical stage, where the researcher develops a work plan, proposes the categories to be explored, and defines the codes to designate each participant and their contributions to the study.

In Correa's (2021) research, matrices were employed as tools to analyze the information (Rojas Crotte, 2011). This analysis involved a curricular review of the programs for the Bachelor’s Degree in Educational Intervention (LIE) at the Universidad Pedagógica Nacional (UPN).

(…) An analysis matrix was implemented that includes the categories jointly proposed by Córdoba, Guerra, Lira, and Ríos (cited by Correa, 2021). The analysis of each course was carried out based on a matrix that breaks down the previously mentioned categories" (Correa, 2021, p. 69).

Table 1.
Analysis Matrix for the Course "Basic Elements of Qualitative Research”

Signature	Categories of Analysis
	Promotion of a Scientific Attitude	Problem Definition	Review of Specialized Literature	Methods and Techniques of Social Research	Systematization of Results
Basic Elements of Qualitative Research (2nd Semester).	During the thematic blocks, theoretical and methodological elements for conducting qualitative research are reviewed and applied, adhering to ethical principles.	In the initial thematic blocks, reflective elements are provided to help students select a psychopedagogical or socio-educational issue, aiming to highlight its causes, manifestations, and consequences; this represents the first step in constructing the problematization.	Students are required to consult reliable sources such as books, journals, and databases on the topic or issue to be addressed. The information gathered serves to define the study's background, theoretical framework, and state of the art. Additionally, it is fundamental for integrating the discussion of the findings.	Social research methods such as action research, ethnography, case studies, oral history, among others, are reviewed. Key social research techniques include interviews, observation, surveys, and focus groups.	Data systematization is commonly performed manually through the creation of graphic organizers, narratives, and diagrams. Inductive or deductive categories are defined to extract only the most relevant data..

Monje Álvarez (2011) points out that, in result interpretation, it is essential to highlight the study's findings, ensuring that they are precise and concise when presented. Furthermore, it is crucial to integrate theoretical contributions that influenced the outcomes. The main references for interpreting these results should be the research objectives, as well as the specific characteristics of the context and the study population. In qualitative research, findings gain relevance and meaning only within these frameworks. Below is an excerpt from Correa's (2021) research that exemplifies this:

In the indicated curricular spaces, the categories proposed by Córdoba, Guerra, Lira, and Ríos (cited by Correa, 2021) were activated or implemented to analyze each study program: scientific attitude, problematization, techniques and instruments for data collection, consultation of specialized literature, and systematization of data analysis. It is important to note that these categories represent priority phases in any research process, as they contribute to the construction of the problem statement, theoretical framework, research method, and results" (p. 84).

In the discussion and interpretation of results section, an essential action is to establish a dialogue between the authors considered in the theoretical framework. This dialogue allows for identifying similarities and differences between their perspectives. Such an exercise provides the necessary tools for the researcher to construct their perspective on the subject of study. According to Barraza Macías (2022), at this stage of the documentary study, the researcher not only has sufficient information about the topic or subject of study but also possesses the data and content necessary to identify key findings and, above all, address the questions posed at the beginning in the problem statement.

The Conclusions: Scope, Limitations, and Experiences in Research

Arias González (2020), Hernández-Sampieri and Mendoza (2018), Sautu et al. (2005), and Schmelkes and Schmelkes (2010) agree that conclusions should highlight the main experiences, lessons, and achievements attained through the research process. The contributions of the study are both empirical and theoretical and are aligned with the objectives, questions, and expectations set out at the beginning in the problem statement.

In a research project, conclusions serve as an open, flexible, integrative, and global section. This space provides researchers the opportunity to express various aspects, including the actions carried out to complete the project, the lessons learned, the experiences encountered during the process, as well as the scope and limitations identified. It is also important to include recommendations to improve the research process, especially if the study is to be revisited by the author or another interested party. Furthermore, the theoretical contributions generated throughout the project should be emphasized, along with suggestions for refining the methodology employed and potential Knowledge Generation and Application Lines (LGAC) that may arise from the study.

The following example demonstrates a suitable style for drafting conclusions, based on Correa's (2021) study:

It is essential to obtain empirical data or information on research training at the UPN by directly inquiring with active students or alumni through interviews or surveys, allowing them to share their opinions, experiences, or knowledge regarding the research they have conducted to date. Furthermore, it will also be crucial to analyze some theses written for the purpose of obtaining an academic degree. This approach served to understand how research skills, as defined by the guiding documents of the LIE and the LART Model by Rivas [cited by Correa, 2021], have been applied” (pp. 90-91).

The example demonstrates that although conclusions are typically the final section of any partial or final study report, they also provide an opportunity to highlight the utility of theoretical foundations for comprehensively understanding and explaining the subject of study. Additionally, they allow the researcher to relate the results obtained to their reality, adding an attribute of verisimilitude. Finally, conclusions emphasize the importance of methodology as a central aspect of the study, particularly in qualitative research. According to Barraza Macías (2022), this should be done while considering key principles such as contextualization, characterization, and triangulation.

Contribution to Knowledge:
This essay provided a theoretical-practical approach for constructing documentary research projects based on discourse analysis, emphasizing its relevance in academic training. It also strengthened research competencies by underscoring the importance of categorizing and analyzing reliable sources.

Limitations:
The scope of the study focused on specific documentary examples, which might require adjustments for application in other educational contexts. Furthermore, its documentary focus could be complemented with additional methodologies to enrich future research.

Among the main reasons for this essay are the difficulties faced by undergraduate and graduate students in using documentary research to write various types of academic texts, such as essays, monographs, or theses for obtaining an academic degree. These difficulties largely stem from recent changes in higher education curricula, which have reduced the academic load in courses related to research methodology, fieldwork, and particularly training in conducting documentary consultations or, in other words, information self-management. This is evidenced in studies on research training (Jiménez Meraz et al., 2020; Olea Deserti, 2020; Prieto-Galindo et al., 2022; Sánchez Luján & Hinojosa Luján, 2020).

On the other hand, Reynaga (2002) points out that in Mexico, postgraduate programs (specialization, master's, and doctorate) are oriented in two main directions: professionalization and research training. In the latter, field research implementation is often prioritized, as it is considered more functional and pragmatic compared to purely documentary research. As a result, hermeneutic methods or text-based analysis approaches are little known or have limited applications in knowledge generation.

However, there are topics and study objects that can be effectively addressed through these methodologies. Examples include situations arising from institutional dynamics, studies on individuals, events, or historical dates, issues involving statistics or quantitative data, and monographs on geographical locations, among others. These study objects involve consulting various sources, both printed and digital, available on the internet. Moreover, it is now possible to access hypertextual or multimedia materials such as images, audio, videos, photographs, and slides, significantly broadening the scope for analysis.

This essay has presented the conceptualization, characterization, and examples of each phase of a documentary research project to relate theory to practice. This approach led to selecting the documentary study conducted by Correa (2021, 2022) as a model, focusing on research training for students of the Bachelor’s in Educational Intervention (LIE) at UPN 144 in Ciudad Guzmán.

According to the content presented throughout the text, the objective of breaking down a research project based on the discourse analysis method is achieved, and its contributions to developing documentary research, particularly in higher education and research, are corroborated. It is concluded that the primary contribution of discourse analysis lies in determining the relevance, reliability, and objectivity of consultation sources, both printed and digital. This is crucial for the interpretation and argumentation conducted by the researcher. Although this competence should be acquired during undergraduate programs, it is essential to ensure continuity in graduate programs to guarantee that research outputs are of high quality and meet international standards (Reynaga, 2002).

Conflicts of Interest: The author declares no conflicts of interest.

Author Contributions:
Correa Terán, J. E.: Conceptualization, Formal Analysis, Methodology, Research, Writing - Original Draft, Writing - Review and Editing