La interrupción desde el eje diacrónico: análisis de dos debates legislativos sobre educación (el Decreto de Romanones de 1902 y la Ley Celaá de 2020)

Abstract The objective of this paper is to determine the existing differences in the number and typology of conversational interruptions that have been found in two legislative debates from 1902 and 2020. To this end, a theoretical proposal will be used which assumes that the type of interruption is linked to the sociocultural context of the time (reflected, for example, in the historical press) and that the intent of the interruption is inseparable from that context. Under this theoretical perspective, two parliamentary debates are analysed which discuss the Decreto de Romanones (1902) and the Ley Celaá (2020), two educational legislative texts. Our findings show that there are more cases of interruptions in the 1902 debate than in the 2020 debate. However, the interruptions tend to be less disruptive and are usually addressed by the interlocutor (compared to the 2020 texts). Therefore, we understand that there is a greater “dialoguing” character in the 1902 debates, because “the other” is listened to.