La ilustración como mediación en la comprensión del texto literario Illustration as mediation in the understanding of the literary textSorangel Delgado- Duvergel; Yachira.IMartínez-Zequeira; Norma Leonard-Carbonell Universidad de Guantánamo. CubaCorreo(s) electrónico(s):sorangeld@cug.co.cuyachiraiml@gmail.comloenard@cug.co.cu Recibido: 3 de mayo de 2017 Aceptado: 30 de junio de 2017ResumenEl trabajo ofrece consideraciones acerca de las posibilidades de las ilustraciones como elemento de mediación para la comprensión del texto literario a partir de la experiencia en el componente laboral. El mismo tiene en cuenta el principio de la selectividad textual según el momento de desarrollo del escolar primario, así como tareas de aprendizaje que permitan el desarrollo de habilidades idiomáticas, tanto desde el texto escrito como el representado en imágenes visuales Se tiene en cuenta que la mediación es un importante recurso pedagógico y psicológico para la rápida y ágil respuesta a la demanda y exigencia de la diversidad. Palabras Clave: Comprensión de texto literario; Selectividad textual; Habilidades idiomáticas Imágenes visuales.SummaryThe work offers considerations about the possibilities of the illustrations as a mediating element for the comprehension of the literary text from the experience in the labor component. It takes into account the principle of textual selectivity according to the Development of the primary school, as well as learning tasks that allow the development of idiomatic skills, both from the written text and that represented in visual images. Mediation is an important pedagogical and psychological resource for quick and agile response to the demand and demand of diversity. Keywords: Understanding of literary text; Textual selectivity; Idiomatic abilities; Visual imageryIntroducción El Ministerio de Educación tiene entre sus objetivos la formación integral de los niños y niñas para que sean ciudadanos útiles y preparados para la vida. El alcance de este propósito se concibe desde la clase como forma básica y fundamental del proceso docente- educativo. La concepción de un proyecto educativo con fines profundamente humano sería imposible sin tener en cuenta el tema de la comprensión que ocupa hoy importantes espacios en el encargo pedagógico universal, a partir de considerar que está presente en la vida cotidiana del hombre; lo que se hace más difícil cuando el contexto está recreado con un lenguaje que no nomina de manera directa; en este sentido las ilustraciones o imágenes visuales constituyen un importante elemento de mediación siempre que desde el punto de vista didáctico esté bien concebida la selección, creación y relación con el texto escrito. En sentido casi general se ha estado asumiendo el término comprender como entender o decodificar el contenido que se expresa en un texto. Este, en la práctica pedagógica, en ocasiones, se simplifica solo al que está recogido a través de la palabra escrita, quedando fuera o sin atención el que utiliza otros recursos o códigos; es aquí donde tiene cabida las ilustraciones que acompañan a muchos de los textos que aparecen en el libro de lectura para todos los grados de la educación primaria. Es en esta dirección el tema de este trabajo; las ilustraciones, adquiere una connotación exclusiva por las múltiples posibilidades que tiene el escolar de interactuar de forma sistemática con lo florístico, faunística y sociocultural representados en imágenes visuales, ello sin dudas ha motivado a decodificar la intención de los creadores artísticos, fundamentalmente los que incursionan en la ciencia literaria quienes aprehenden la realidad y la recrean de manera sugerente.DesarrolloLas diferentes literaturas inscriben el término mediación como intervención, conciliación, interposición, ayuda, participación; entre otros, en el campo pedagógico es entendido como “la experiencia de aprendizaje donde un agente mediador, actuando como apoyo, se interpone entre el escolar y la materia que debe asimilar para ayudarle a organizar y desarrollar su pensamiento de esta manera facilitar la aplicación de nuevos instrumentos intelectuales a los problemas que se le presentan; es un proceso que abre el pensamiento a la reflexión, análisis; es decir queda un conocimiento con carácter perlucutivo ;entiéndase por lo que perdura para la vida.En este trabajo se admite lo planteado por Vygoski al decir, respecto a la mediación, que el desarrollo de los procesos psicológicos superiores "Ni la mano desarmada, ni el intelecto dejadas a sí mismos son de mucho valor. Las cosas se hacen con instrumentos y medios”; quiere decir que el hombre no se enfrenta al mundo con su sola naturaleza biológica, sino que su conducta está mediada por herramientas materiales o técnicas y psicológicas o signos; es en esta dirección entender la relación de la ilustración con el texto literario. De ahí que la mediación juega un papel importante para estimular la independencia cognoscitiva visto como herramienta el sistema de influencias del maestro para promover la actuación independiente con la utilización de materiales que la posibiliten; esta actuación pueden ser válida con el uso de a ilustración.La dirección del aprendizaje desde una perspectiva desarrolladora, exige que el maestro asuma la responsabilidad en este proceso desde una posición creadora que le permita planificar y organizar la situación de la enseñanza-aprendizaje, orientar, apoyar la actividad de los escolares y evaluar de manera sistémica las transformaciones planificadas que tienen lugar en quienes deben aprende. Cabe entonces reflexionar acerca de la complejidad del texto literario y la dirección de su aprendizaje en un contexto áulico donde converjan escolares con necesidades educativas especiales. Al correlacionar el término comprensión con el de mediación, es admisible el papel que este último ejerce para resolver, entender o decodificar el contenido que se expresa en un texto y es considerado que el literario es más dificultoso para la realización de las acciones que permitan captar la intención de su creador sino se hace acompañar de una adecuada dirección didáctica ,pues la realidad se recrea de una manera particular a partir de las vivencias, experiencias, sentido estético, ético del autor. Como apoyo a la comprensión, dígase mediación, asumiendo el concepto, aparecen las ilustraciones ajustada a las características psicopedagógicas del escolar; apúntese, momento de desarrollo; la preocupación es entonce, en qué medida este recurso se convierte en mediador. Sin pretensiones puramente artística, se destaca que las ilustraciones son juego de diversos componentes formales y temáticos a través de mecanismos expresivos gráficos que obedecen a reglas y estrategias; es la manera de organizar la recepción al espectador; hoy se asumen como elementos paratextules por las posibilidades de estar o acompañar al texto escrito. Recrear la realidad utilizando este recuso significa imprimir la fuerte carga subjetiva .siempre que el texto escrito presente recursos expresivos del lenguaje.En las ilustraciones debe reconocerse aspectos esenciales como: color por la incidencia psíquica, la forma, el punto como elemento configurador, la línea, el área; ente otros, es la realidad en sí pero distinta a la que refleja; no lo es ni la sustituye, sino que la representa, reproduce o copia; permite definir el grado de iconicidad portadora de información, ella se mantiene vinculada estrechamente al medio, no la antecede sino se nutre creativamente.Si bien la comprensión de los textos ha estado en el quehacer científico, la imagen visual alcanza en el mundo una fuerte connotación porque a través de ella se obtiene un gran cúmulo de información solo exclusivo por esta vía; de ahí su impostergable incorporación al sistema de conocimientos desde las primeras edades.El desarrollo de la habilidad de comprender con el uso de la ilustración, sigue los mismos procesos lógicos del pensamiento que el del texto escrito; en ello tiene gran incidencia los analizadores o sistemas sensoperceptules visuales; con ellos se lee por lo que es imprescindible emplearlo siempre que las tareas de aprendizaje concebidas para este fin. El empleo de ilustraciones como mediación para la comprensión de textos debe permitir: leer, Identificar: comparar, analizar, identificas, comparar, seleccionar, explicar, valorar… estas acciones se tienen en cuenta como procedimientos en la clase y para ellas múltiples tareas de aprendizaje, en la que se puede combinar: preguntar abiertas, cerradas, de selección múltiples. Es conveniente en su tratamiento tener en cuenta e sistema de conocimientos de las materias escolares que están en el plan de estudio y que son afines a las presentadas en el texto, por ello debe prevalecer el principio de selectividad. La concepción del uso de las ilustraciones como mediación se revelan a través de textos que pueden ser válidos para los diferentes grados es una interesante oportunidad para que sean los escolares quienes realicen acciones de observar, analizar, comparar, explicar, entre otras, como formas de razonamiento lógico.Para este trabajo, desde el punto de vista didáctico, se tuvo en cuenta a escolares de todos los grados y que todas las ilustraciones, de cierta manera, se acerquen al contenido del texto recreado artísticamente; por lo que se exige el cumplimiento de determinados puntos de vista, como aparecen a continuación: Perspectiva lingüística. Es tratamiento a la lengua materna desde la mediación texto -ilustración como de ha concebido en el trabajo, se concreta: Concebir la lengua como el más completo sistema de comunicación creado por el hombre donde tiene lugar la creación del texto literario y las ilustraciones como elemento mediador. Admitir que el mundo está rodeado de imágenes que se debe aprender a interpretar y verbalizar para ser espectadores críticos.Privilegiar, desde los textos literarios y la s ilustraciones, como mediadores, el aprendizaje de la lengua. El análisis de la lengua como una realidad capaz de reflejar diversidades de relaciones; geográficas, socioculturales, estilísticas; entre otras.La lectura visual como motivador de código en el proceso de comprensión.Perspectiva didáctica. Se dirige a la manera de dirigir el proceso enseñanza- aprendizaje, fundamentalmente, en la clase de la asignatura Lengua Española, cuyo propósito o finalidad sea, desarrollo de habilidades lectoras, sin desdeñar los restantes componentes que de manera funcional puedan ser tratados desde el texto. Justificar, en su selección, el texto como literario con énfasis en el género lírico. Analizar que el texto sea reflejo de la realidad desde las dimensiones geográficas y socioeconómicas, cercano al medio que rodea al escolar.Garantizar, en la selección de los textos, la relación entre las materias concebida en el plan de estudio para el nivel primario. Determinar el ajuste de los textos al momento de desarrollo de los escolares en el contexto áulico.Determinar las ilustraciones como mediadores, a partir de que todas se relacionen con l texto y que una de ellas ofrezca mayor información. Promover la atención especializada a los escolares incluidos. Incentiva el enriquecimiento de la independencia cognoscitiva. Creación de un ambiente que propicie el intercambio y la colaboración entre los diferentes grados. que convergen en el espacio áulico. Se sugiera aplicar la propuesta a textos acompañados o no por ilustraciones, de esta manera ofrecer a los escolares la posibilidad tanto de observar como de crear ilustraciones por ellos mismos; es convertirlos en creadores. En la revisión se encontraron algunos como se relacionan continuación, por grado; todos tomados del libro de texto de lectura: 2do grado “Girón” pág. 129,” Playa Girón “pág 155, “Gusto” pág 141. 3er grado:” Escuela serrana” pág 5, “Caricias”, pág 15, “Décima “pág 29. 4to grado” Las mañanitas”, pág 35, “Almendrita”, pág 62. 5to grado: “Ronda” pág 12, “Décima”, pág 65 6to grado” Setenta balcones y ninguna flor” pág170, El pájaro herido pág 190.A manera de ilustrar la propuesta se hace con textos literarios que de manera sorprendente reflejan la realidad, las que deben ser decodificada por el escolar a partir de habilidades adquiridas en la comprensión textual.Escuela serrana (p. 5) libro de lectura 3er grado. El contenido del texto está relacionado con elementos que son propios del contexto rural, el que gracias a las transformaciones revolucionarias tiene lugar la educación cubana sin distinción de entorno geográfico. Es la escuela rodeas de atributos intrínsecos: río, palmas, sol montañas, jardín…Las tareas de aprendizaje tiene en cuenta, a partir de cuatro enunciaciones: Leer el texto cuantas veces lo considera para que comprenda el mensaje que te transmite el autor, como muestra que ha comprendido selecciona la ilustración que más se relaciones con el contenido. Esta actividad puede aplicarse en todos los grados siempre que se tengan en cuenta las características psicopedagógicas de los escolares con tareas de aprendizaje de selección múltiples, cerradas con distractores, abiertas…ejemplo: La ilustración refleja.una escuela con niños y maestros. una escuela rodeada de atributos propios de lo rural. un espacio de la escuela, (biblioteca, área de Educación Física). no refleja nada. La ilustración refleja.En la ilustración no aparecen. niños y maestros. una escuela rodeada de montañas y árboles.un inmenso mar. niños alegres.el día lluvioso. “Décima“(p. 29), libro de lectura 3er grado. En el texto se recrea artísticamente todo lo que hay de cubanía en un tipo de composición literaria propia de la vida campesina cubana. La actividad puede cuatro, pueden contener imágenes como a) _ reflejo una guitarra.b) _ reflejo un campesino cantando. c) _ reflejo de campesinos (as) sentado en taburetes.d) _ que refleje el mapa de Cuba con guitarras, taburetes, casa de guano, tabaco… “Décima “(p. 65), libro de lectura 5to. El texto refleja de manera artística el ciclo del agua, con recursos que connota la realidad, para el creador el agua tiene tanta vida como vida tienen las personas; de ahí que anda, sueña, pasea, se cansa, aprovecha ocasiones…Es importante la relación del contenido del texto con otras materia de asignaturas del plan de estudio para el grado; se sugiere el uso de cuatro ilustraciones que acerquen al escolar al contenido como: a) _que refleje un río. b) _ que refleje el agua en evaporación. c) _ que refleje la lluvia. d) _ que refleje un cielo con nubes. Conclusiones La posibles ofertas, permitirá que los escolares tiene posibilidades se sistematizar los conocimientos relacionados con los diferentes elementos de los saberes idiomáticos. Aunque el título centra la atención en la lectura esta no ocurre de manera independiente de las restantes habilidades que los acreditará para comunicarse con el uso correcto de los recursos que le ofrece la lengua; por otra parte permite integrar de manera coherente conocimientos de otras asignaturas del currículo. Se espere que el material llegue a mano de los interesados y se convierta en un incentivo para cuidar, enriquecer y enaltecer nuestra lengua, estimando a esos escolares que esperan tanto de la inteligencia y magia de sus maestros para ayudarlos a vencer los obstáculos.Referencias Bibliográficas Cabrera Salort. R. (1985). Apreciación de as artes visuales. La Habana: Pueblo y Educación. Castellanos S. D. (2007). Aprender y enseñar en la escuela. Una concepción desarrolladora. La Habana: Pueblo y Educación. Domínguez García, I. (1975). Comunicación y discurso. La Habana: Pueblo y Educación. García Alzola, E.(1975). Lengua y Literatura. La Habana: Pueblo y Educación. García Pes. D. (2015). La enseñanza de la lengua materna en la escuela primaria. La Habana: Pueblo y Educación. Maggi, B. (1996). Enseñar lengua: elegir la literatura. Revista Educación número 89 septiembre- diciembre. La Habana: Pueblo y Educación. López Machín, R. (2006). Diversidad e igualdad de oportunidades en la escuela. La Habana: Pueblo y Educación.Roméu Escobar, A (2007). El enfoque cognitivo, comunicativo y sociocultural de la enseñanza de a lengua y la literatura: Aplicación del enfoque comunicativo en la escuela. La Habana. Pueblo y Educación. Sorangel Delgado, Yachira Martínez, Norma Leonard La ilustración como mediación… Sorangel Delgado, Yachira Martínez, Norma Leonard La ilustración como mediación…Ciencia y Progreso Publicada en línea: 05 de julio de 2017, ISSN: http://estudiantes.cug.co.cu PAGE \* MERGEFORMAT63Vol.2, No.4, julio-diciembre, año 2017PAGE \* MERGEFORMAT65Vol.2, No.4, julio-diciembre, año 2017AQAAAGwAAAAAAAAAAAAAAGMCAAAXAwAAAAAAAAAAAABaVAAAKG0AACBFTUYAAAEAcKYAADACAAAQ AAAAAAAAAAAAAAAAAAAAUAUAAAADAADgAQAADwEAAAAAAAAAAAAAAAAAACFSBwBVIgQARgAAAAAx AADyMAAAR0RJQwEAAIAAAwAALyC4ggAAAADaMAAAAQAJAAADbRgAAA8AxwAAAAAABAAAAAMBCAAF AAAACwIAAAAABQAAAAwCIQQxAwQAAAAuARgAHAAAAPsC7f8AAAAAAAC8AgAAAAAEQAASVGltZXMg TmV3IFJvbWFuAAAAAAAAAAAAAAAAAAAAAAAEAAAALQEAAAQAAAAtAQAABAAAAC0BAAAEAAAAAgEB AAUAAAAJAgAAAAIoAAAAMgo/AF8CEwAEAAAAAAAwAyAEQ2llbmNpYSB5IFByb2dyZXNvIAAOAAUA CQAKAAkABQAKAAMACQAFAAwACAAKAAoACAAJAAgACQADAAUAAAAJAgAAAAINAAAAMgo/APsCAQAE AAAAAAAwAyAEIAAKAAUAAAAJAgAAAAIDAAAAHgADAAAAHgAHAAAAFgQgBDADAAAAAAQAAAAnAf// 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