ResumenEn el presente trabajo se lleva a cabo un estudio de los recursos lingí¼í­sticos utilizados con fines ideológicos,racistas y sexistas presentes en el discurso docente, especí­ficamente, en los textos escolares de educación básica para la enseñanza del inglés desde la perspectiva del análisis crí­tico del discurso de Van Dijk (1997a, 2002,2003, 2005). En concreto, se analiza la ocurrencia de éstos como rasgos léxicos-semánticos asociados a las caracterí­sticas estructurales internas de los textos escolares empleados en la pedagogí­a del inglés en los colegios de administración pública y privada del paí­s. Se parte de una muestra representativa de ocho libros educacionales(del año 2007) utilizados de tercero a octavo básico, elegidos según los referentes conceptuales planteados porAlarcón (2006). Los resultados indican que a través del discurso docente se reproduce y perpetúa la ideologí­a patriarcal y las actitudes sexistas.Palabras Claves: Ideologí­a, racismo, sexismo, discurso docente, textos escolares, análisis crí­tico del discurso. IDEOLOGY, RACISM AND SEXISM IN SCHOOL BOOKSOF PRIMARY SCHOOL FOR THE ENGLISH TEACHING:AN APPROACH FROM THE CRITICAL ANALYSIS OFTHE SPEECHAbstractThis paper presents an analysis of the linguistic resources, found in the teaching scenario, for the presence (sometimes unintentional) of sexist, racist and ideological overtones. It focuses on textbooks used for the teaching of English as a foreign language in primary schools of the private sector as well as those used in the government schools (public sector) in Chile. The study was carried out taking into account Van Dijk's critical discourse analysis(1997a, 2002, 2003, and 2005). The sample consisted of 8 textbooks (of 2007) used in third to seventh grade primary school and considered according to the conceptual references presented by Alarcón (2006). The textbooks used in government schools are, in fact, ones that are used all over the country for primary school students. The occurrence of the above mentioned overtones as well as the lexical-semantic features which occur in association with the structural characteristics present in the examined textbooks are analyzed.Key Words: Ideology, racism, sexism, teaching discourse, English textbooks, critical discourse analysisConferencia presentada en 2010 IATEFL-TESOL Chile International Conference:Communication, Culture & Community bajo el tí­tulo "Ideology, sexism & racism in Englishtextbooks" .