Actividades docentes para la comprensión de textos a través de la obra “La Metamorfosis” Teaching activities for understanding texts through the work "The Metamorphosis"Yunier Mestre-Parra; Odalys Martínez-Chibás Universidad de Guantánamo. Cuba. Correo(s) electrónico(s):yunierm@cug.co.cu odalism@cug.co.cu Recibido: 27 de octubre de 2016 Aceptado: 20 de diciembre 2016ResumenSe ofrecen actividades docentes basadas en el enfoque cognitivo, comunicativo y sociocultural, que potencian la comprensión de textos, a partir de la obra literaria, “La Metamorfosis”. Se expresan los fundamentos filosóficos, sociológicos, psicológicos, pedagógicos y didácticos que sustentan la propuesta. Las actividades, contribuyen a la formación de una cultura general integral necesaria para el futuro desempeño profesional y humano de los estudiantes, lo cual constituye un reto para los profesores de lengua, quienes deben contribuir a la formación de comunicadores competentes. Palabras clave: Actividades docentes; Comprensión de textos; Desempeño profesional; Comunicadores AbstractTeaching activities based on the cognitive, communicative and socio- cultural approach, are recommended for enhancing the understanding of texts, using literary works such as "The Metamorphosis". The philosophical, sociological, psychological, pedagogical and didactic foundations that support the proposal are expressed in the paper as well. The activities aim at contributing to the training of an integral general culture necessary for the future professional and human performance of the students, which is a challenge for language teachers, who must contribute to the formation of competent communicators.Keywords: Teaching activities; Reading Comprehension; Professional performance; Communicators Introducción El desarrollo del hombre tiene lugar mediante el proceso de asimilación de la experiencia histórico-social, que ha sido registrada por la humanidad en todo el tiempo precedente a su incorporación a la vida social. Esta experiencia está plasmada en los conocimientos acumulados en la ciencia, la técnica y la cultura, de los que el individuo se apropia.Vivimos en una época caracterizada por un creciente desarrollo de la ciencia y la técnica lo que obliga a multiplicar cada vez más la producción de libros como fuente de información, conocimientos, y riqueza espiritual, con ello el lector o usuario, consumidor del importante producto.Hoy las condiciones son más favorables para poder asumir el reto que impone la sociedad moderna. Las transformaciones educacionales son muestras evidentes de un quehacer pedagógico y cultural de profundo contenido humano que se traduce en el crecimiento espiritual del hombre como ser social. Actualmente en el sistema educacional cubano se gestan profundas transformaciones que tienen repercusión más allá de las fronteras de la nación. Esto requiere de elevar los niveles de exigencias tanto en el trabajo pedagógico con los docentes como en el formativo con los educandos, en aras de propiciar una formación integral de la personalidad del estudiante y, con ello, contribuir al desarrollo de la cultura general e integral del que aprende para que pueda insertarse activamente en la sociedad.La escuela se reconoce como una institución facilitadora de cultura y el aprendizaje escolar como la apropiación reflexiva y contextualizada de la herencia cultural que atesora la humanidad. La cultura se trasmite, construye y se conserva a través de textos. Si el desarrollo del escolar se logra gracias a un proceso progresivo de interiorización de la cultura, y esta se comunica y conserva mediante textos; son estos elementos fundamentales que necesitan la mirada de los estudiantes para comprenderlos. Desde tiempos remotos, la asignatura Español Literatura muy bien se ha puesto al servicio de la cultura, así como en función de la comprensión textual.DesarrolloEl interés por la comprensión textual no es nuevo. Desde principios de siglo XX, los educadores y psicólogos Huey (1908- 1968) Smith (1965) han considerado la importancia que tiene la lectura y se han ocupado de determinar lo que sucede cuando un lector cualquiera comprende un texto. El interés por el fenómeno se ha intensificado en años recientes, pero el proceso de la comprensión en sí mismo no ha sufrido cambios análogos. Como bien señala Roser, "cualquiera que fuese lo que hacían los niños y adultos cuando leían en el antiguo Egipto, en Grecia o en Roma, y cualquiera que sea lo que hacen hoy para extraer o aplicar significado en un texto, es exactamente lo mismo".Lo que ha variado es nuestra concepción de cómo se da tratamiento a la comprensión; sólo cabe esperar que esta novedosa concepción permita a los especialistas en el tema de la lectura desarrollar mejores estrategias de enseñanza.La lectura es una operación fundamental de la actividad verbal que interviene en el proceso de comprensión de los significados (según la teoría de la comunicación, proceso de decodificación textual). El sujeto capta las letras y su configuración fonológica (reconoce palabras y símbolos auxiliares) descubre la configuración morfosintáctica (relaciones entre las palabras) y capta su configuración semántica de manera que percibe el mensaje contenido en el texto.La comprensión del texto tiene fuertes incidencias en el proceso de aprendizaje de los estudiantes. “Está demostrado científicamente que los disímiles problemas en relación con el uso del idioma repercuten seriamente en la calidad del aprendizaje.” MINED (1998). Por esa razón se puede afirmar que en las escuelas la enseñanza del español y la literatura, como disciplinas rectoras, han de prestar especial atención, a la enseñanza de la Lengua materna y de manera prioritaria al desarrollo de la comprensión de textos.La clase de lengua materna debe propiciar las estrategias necesarias que permitan al estudiante comprender e interrelacionar textos de manera crítica, valorativa e independiente y ponerlo en condiciones de hacer uso efectivo de su lengua en las diferentes situaciones comunicativas.Actividades docentes para el tratamiento de la comprensión textual en el proceso de enseñanza- aprendizaje del Español- Literatura en el onceno gradoFundamentaciónLas actividades propuestas surgen a partir de las problemáticas que presentan los estudiantes de onceno grado acerca de la comprensión textual, dichas limitaciones fueron constatadas a través de las indagaciones empíricas. Se centran en un enfoque fundamentalmente humanista e histórico-social, por centrar su atención en el alumno, teniendo en cuenta sus necesidades e intereses y sobre todo sus posibilidades reales. La concepción didáctica que las sustentan considera un aprendizaje desarrollador con el concepto de tránsito por las diferentes etapas de la comprensión para la preparación de los mismos.Los referentes teóricos que sustentan las actividades se fundamentan en la didáctica para el aprendizaje de la comprensión textual teniendo en cuenta los tres niveles de desempeño dialécticamente relacionados.Las actividades pueden aplicarse en los turnos de clase de Español- Literatura, Computación, Biblioteca y otros, teniendo en cuenta las características psicopedagógicas, el diagnóstico individual y grupal del colectivo estudiantil. Para que el estudiante se enfrente a la tarea de comprender se tuvieron como factores básicos los siguientes: La selectividad del texto atendiendo a su intención y finalidad comunicativas. La presentación de situaciones comunicativas como recurso metodológico propiciando la comprensiónEl desarrollo de la competencia comunicativa revelado en el empleo de la comunicación en contextos específicos.La creatividad como elemento básico para la motivación.Asimismo las actividades asumen el enfoque cognitivo, comunicativo y sociocultural en la enseñanza de la lengua, cuyas bases psicológicas parten de Vygotsky y sus ideas sobre la dialéctica de lo interno y lo externo, lo cognitivo y afectivo y sus conceptos de zona de desarrollo próximo y situación social del desarrollo, al tener en cuenta que las actividades diseñadas para que el estudiante resuelva se orientan centrando la atención en el propio estudiante, en lo que conoce y las potencialidades que tiene de interactuar con ese conocimiento, motivado por sus vivencias, emociones, saberes, y así ser capaz de producir nuevos significados de manera independiente, a partir de la comprensión que realice. Aplicar consecuentemente este enfoque presupone lograr la competencia cognitiva-comunicativa y sociocultural del estudiante, es decir, que posea conocimientos para usar el lenguaje a fin de comunicar lo que desea expresar en cada situación.Dicha competencia se logrará en la medida en que el alumno llegue a convertirse en un comunicador eficiente. Lo anterior supone: Comprender lo que otros tratan de significar en diferentes contextos, entendida la comprensión como un acto individual, original y creador.Poseer una cultura lingüística - literaria, adquirida en el proceso de análisis de textos con diferentes estilos funcionales y en el descubrimiento de los recursos lingüísticos empleados por el emisor en la construcción del significado, en función de la comunicación.Construir textos en diferentes estilos, según las exigencias de la situación comunicativa en que se encuentre y haciendo un uso efectivo de los medios lingüísticos necesarios para establecer la comunicación de acuerdo con las características de las diferentes normas.Atendiendo a lo anteriormente planteado, en las actividades propuestas se aprecia la interrelación entre los componentes comprensión, análisis y construcción de textos. Aunque el que se pondera es el primero por el interés de la investigación, los otros dos lo complementan. Se trabaja con una obra “La Metamorfosis´´ en onceno grado ubicada en la unidad 5 que refiere el estudio del género narrativo; el criterio de selección tuvo en consideración que los textos de este género son motivadores por si solos para calar en los sentimientos de las personas, pues la narración y el subjetivismo presentes en ellos así lo ponderan. Las actividades al ser docentes tienen en cuenta los elementos básicos del proceso docente educativo: objetivo, métodos, medios, forma de evaluación, además de llevar un título y explicaciones necesarias. Se resalta que todas las actividades tienen un mismo objetivo, pero cambia la manera de proceder para alcanzarlo.Actividades docentes para la comprensión de La metamorfosis, de Franz KafkaActividad 1 Tema: Descubrir las incógnitas.0bjetivo: Identificar el significado de vocablos u expresiones de la obra a partir de diferentes estrategias para el desarrollo de habilidades idiomáticas y la comprensión del texto.Método: Trabajo independiente, Conversación heurística.Procedimientos: Sistemas de actividades, preguntas y respuestas.Actividades: En la obra hay ciertas palabras que se necesita descifrar su significado; para ello, responde:El personaje principal, Gregorio Samsa, al convertirse en un animal, lo describen con un vientre convexo. ¿Cuál es el significado de esta palabra?b) Se dice además que dicho vientre está surcado por curvadas callosidades, qué idea te trasmite esta expresión. Repara en el sustantivo callosidades, piensa en el vocablo que le dio origen: cayo o callo. ¿Qué relación establecen estos pares? Escoge un significado para cada uno.___ Cada una de las islas arenosas, cubiertas en gran parte de mangle, muy comunes en el mar de las Antillas y en el golfo mexicano.___ Dureza que por presión, roce y a veces lesión se forma en tejidos animales o vegetales. ___ Cada una de las chapas, a modo de herraduras, con que se refuerzan las pezuñas de las vacas o de los bueyes domésticos ___ Quedarse en silencio, Omitir, no decir algo.c) Patas escuálidas eran las de Gregorio- insecto. Localiza este sintagma en el texto y descubre el significado del adjetivo por el contexto. Te resultará muy fácil si lees la expresión completa.d) ¿Qué relación guardan Escocía y escozor? Ubícalas en el último párrafo de la página 144 145. Qué clase léxico- sintáctica de palabras son cada una. Relee el párrafo y ubica el significado de las mismas en un sinónimo que allí aparece.¿Crees que el uso de esos tres vocablos afecta la coherencia del texto? Explica tu respuesta.e) Filípica es lo que teme Gregorio del amo o lo que le desagrada. “Aunque alcanzara el tren, no por ello evitaría la filípica del amo.”¿Es esta palabra antónimo de censura, felicitación o reprimenda?Forma de evaluación: oral y escrita. Actividad 2Tema: ¡Qué interesante…!Objetivo: Comprender ideas esenciales que ponen de manifiesto el accionar de las personas en una sociedad capitalista. Métodos: Lectura y actividades creadoras. Procedimientos; lectura comentada. Medios: Libros de texto, voz del profesor. Actividades: A continuación se ofrecen algunas ideas enunciadas en la obra o referidas a situaciones que llaman la atención por la manera peculiar, casi inconcebible en que ocurren los hechos. Después de leer y reflexionar sobre ellas se solicita responder lo que a continuación se les pide.Todas las ideas comienzan así:Es interesante saber que…Gregorio consideraba cansada la profesión de viajante de comercio, decía que los viajes eran una plaga. ¿Qué significado se le atribuye a este vocablo? ¿Qué elementos hacen que la esencia del trabajo de este hombre sea llamada “una plaga”? Varias son las razones que hacen a Samsa sentirse cansado e inconforme con su trabajo. Escribe algunas de ellas y valóralas.Gregorio en 5 años nunca se había enfermado y ahora que lo estaba no deseaba la visita de un médico. ¿Por qué? ¿Qué opinión te merece?Hasta el principal visitó a Gregorio solo con 2 horas de retraso. ¿Será preocupación y humanismo con el subordinado responsable y honesto? Argumenta tu respuesta.La honestidad de Gregorio Samsa es cuestionada por el jefe. ¿De qué lo estaba acusando? ¿Qué opinión tienes de este jefe? Ten en cuenta todo lo que se dice de él y las siguientes palabras que Gregorio le dijo al Principal:“ Puede uno tener un momento de incapacidad para el trabajo; pero entonces es precisamente cuando deben acordarse los jefes de lo útil que uno ha sido, y pensar que, una vez pasado el impedimento, volverá a ser tanto más activo y trabajará con mayor celo. Yo, como usted sabe muy bien, le estoy muy obligado al jefe…”Todas las ideas anteriores resumen las relaciones de trabajo en el sistema capitalista. Escribe tus consideraciones generales sobre las mismas.Forma de evaluación: oral y escrita.Actividad 3Título: Vales cuanto tienes.Objetivo: Comprender ideas expuestas en un fragmento en aras de rechazar los modos de vida de la sociedad capitalista.Método: lectura y actividades creadoras.Procedimientos: preguntas y respuestas. Medios: Libro de texto, pizarra, voz del profesor. Texto:“Por aquel entonces, Gregorio solo había pensado en poner cuantos medios estuviesen a su alcance para hacer olvidar a los suyos, lo más rápidamente posible, la desgracia mercantil que los sumiera a todos en la más completa desesperación. Por eso había él comenzado a trabajar con tal ahínco, convirtiéndose en poco tiempo, de dependiente sin importancia, en todo un viajante de comercio, con arto mayores probabilidades de ganar dinero, y cuyos éxitos profesionales patentizábamos inmediatamente bajo la forma de comisiones contantes y sonantes, puesta sobre la mesa familiar ante el asombro y la alegría de todos”.Por lo que se plantea en el fragmento cómo valorarías a Gregorio.Toda la familia se sentía contenta con el dinero que Gregorio ganaba, tanto, que solo él se esforzaba trabajando; sin embargo ante la imposibilidad de hacerlo, cómo lo trataron. Haz un cuadro resumen con las acciones que tuvieron cada uno de los miembros de la familia con Gregorio.Localiza este fragmento en el texto. ¿En qué contexto aparece- antes de la metamorfosis o después de ella? Argumenta tu respuestaCompara lo expresado en el fragmento con las siguientes ideas tomadas del texto. “Para Gregorio el aislarse no constituía ningún placer…”“…Y Gregorio hallábase de nuevo sumido en la oscuridad”.“… y, después perdía también el humor de preocuparse por su familia, y solo sentía hacia ella la irritación producida por la poca atención que se le dispensaba”.“…más si la hermana, extenuada por el trabajo, hallábase ya cansada de cuidar a Gregorio como antes, no tenía por qué reemplazarla la madre, ni Gregorio tenía porqué sentirse abandonado, que ahí estaba la asistenta”.Forma de evaluación: oral.Actividad 4Título: ¡Qué familia!Objetivo: Comprender fragmentos esenciales del cuento en el que se resaltan las relaciones interpersonales en el seno de una familia en una sociedad capitalista a fin de rechazarlas y fomentar valores humanos.Método: Lectura y actividades creadoras. Procedimientos: conversación heurística.Medios: libro de texto, voz del profesor, computadoras.Las relaciones familiares también son representadas en la obra con gran maestría. Gregorio tiene una familia por la cual trabajó hasta el cansancio para darle un bienestar y comodidad. Responde:¿Quiénes integraban la familia?¿Cómo reaccionan al descubrir la transformación? Expón la actitud de cada uno y tus valoraciones al respecto.Relee los fragmentos que aparecerán en las computadoras y reflexiona a partir de las interrogantes que le suceden: “A pesar de la desgracia, aún les quedaba del antiguo esplendor, algún dinero, verdad que es muy escaso, pero algo había ido aumentado desde entonces, gracias a los intereses intactos. Además el dinero entregado todos los meses por Gregorio- él se reservaba únicamente una ínfima cantidad- no se gastaba por completo, y había a su vez formado un pequeño capital…Cierto que con este dinero sobrante podía el haber pagado poco a poco la deuda que su padre tenía con el jefe”Interrogantes:Responde verdadero (v), falso (f) o no se dice _____ La familia de Gregorio vivió en gran abundancia en el pasado y aún lo estaba a pesar de su infortunio._____ Eran tan ricos que Gregorio se embolsillaba gran caudal y le quedaba para entregar una buena cantidad a su familia._____ Con el dinero guardado Gregorio no tenía la necesidad de seguir en ese trabajo que lo agobiaba._____ El padre pensó en pagar la deuda, y quedarse con el dinero sobrante.“¿Quién en aquella familia cansada, desecha por el trabajo, hubiera podido dedicar a Gregorio algún tiempo más que el estrictamente necesario? El tren de la casa redujese cada vez más. Se despidió de la criada, sustituyéndola en los trabajos más duros por una asistenta, una especie de gigante huesudo, con un nimbo de cabellos blancos en torno a la cabeza, que venía un rato por la mañana, y otro por la tarde, siendo la madre quien hubo de sumar, a su ya nada corta labor de costura, todos los demás quehaceres. Hubieron incluso de venderse varias alhajas que poseía la familia, y que, en otros tiempos, habían lucido gozosas la madre y la hermana en fiestas y reuniones. Así lo averiguó Gregorio a la noche, por la conversación acerca del resultado de la venta.”Interrogantes:¿Qué respuesta tendría para ti la pregunta que encabeza el fragmento?La expresión que continúa a la interrogante está en sentido figurado. ¿Qué recurso literario es? Ella resume lo que se explica a continuación. Interprétala.La familia tuvo que tomar alternativas para salir de la situación económica que tenían. ¿Cuál es tu opinión al respecto?Escribe un texto en el que expongas qué debía haber hecho la familia Samsa para evitar que Gregorio se enfermara. Le vaciaban su cuarto, le quitaban cuanto él amaba: ya se habían llevado el baúl en que guardaba la sierra y las demás herramientas; ya movían aquella mesa firmemente empotrada en el suelo, y en la cual cuando estudiaba la carrera de comercio, cuando cruzaba el grado e incluso cuando iba a la escuela, había escrito sus temas… Sí, no tenía ya ni un minuto que perder para enterarse de las buenas intenciones de las dos mujeres, cuya existencia, por lo demás, casi había olvidado, pues, rendidas por la fatiga, trabajaban en silencio y solo se percibía el rumor de sus pasos cansados.El fragmento anterior es reflejo de la alienación que vive el hombre en una sociedad burguesa. Recuerda en qué consiste este concepto y explica cómo se pone de manifiesto en el texto anterior.a) Las relaciones familiares en una sociedad socialista son muy diferentes. Tienes la suerte de vivir en una. Demuestra con un ejemplo dicha diferencia. Para ello debes partir de una situación dada que demuestre esa superioridad. Queridos padres- dijo la hermana, dando, a modo de introducción un fuerte puñetazo sobre la mesa-, esto no puede continuar así. Si vosotros no lo comprendéis, yo me doy cuenta de ello. Ante este monstruo, no quiero ni siquiera pronunciar el nombre de mi hermano; y, por lo tanto, solo diré esto: es forzoso intentar librarnos de él. Hemos hecho cuanto era humanamente posible para cuidarle y tolerarlo, y no creo que nadie pueda por lo tanto hacernos el más leve reproche.”Interrogantes:Es significativa la actitud asumida por la hermana. ¿Qué opinión te merece?Ten en cuenta su actitud hacia el hermano luego de su transformación, las relaciones que tenían antes de ese suceso, los sentimientos de Gregorio hacia ella.Localiza otros fragmentos que expresen la posición de la hermana de deshacerse de Gregorio. Léelos. ¿Qué impresión te causan? Escribe un texto que comience con la siguiente idea: “ Un(a) hermano(a) debe ser …Forma de evaluación: oral y escrita.Para la realización de esta actividad el profesor propone dividir el grupo en 4 equipos. Un fragmento para cada equipo. Luego de aplicar las actividades docentes para perfeccionar la construcción de textos escritos pudimos constatar que la misma surtió efectividad, evidenciado en los resultados de la prueba de salida.Después de comparar los resultados de los instrumentos aplicados es visible que hubo un avance. ConclusionesLos fundamentos teóricos acerca de la comprensión de textos evidencian que es un proceso que ha afrontado los diversos enfoques asumidos en la enseñanza de la lengua materna; desde el normativo hasta el cognitivo, comunicativo y sociocultural, siendo este la tendencia actual más difundida. Con él se hace evidente el interés en los procesos cognitivos y comunicativos, así como el estudio de la lengua en diferentes contextos de interacción sociocultural. Las actividades docentes brindan la posibilidad de perfeccionar el proceso de comprensión de textos escritos de manera que se transite en lo metodológico hacia una enseñanza cualitativamente superior. La evaluación de las actividades docentes reconoce su factibilidad y pertinencia para transitar a una enseñanza más efectiva de la comprensión de textos escritos.Referencias BibliográficasBermúdez Sarguera, R. (2001). Teoría y metodología del aprendizaje. La Habana: Pueblo y Educación.Chávez Rodríguez, J. (1993). Las ideas educativas en Cuba. La Habana: Pueblo y Educación.Martínez Chibas, O. (2010). Alternativa metodológica para el logro de la coherencia formal en la construcción de textos escritos. (Tesis de Maestría). Santiago de Cuba.Romeo Escobar, A. (1987). Metodología de la enseñanza del español. [Tomo1]. La Habana: Pueblo y Educación. Romeo Escobar, A. (1987). Metodología de la enseñanza del español. [Tomo II]. La Habana: Pueblo y Educación. Vygotsky S., L. (1987). Historia del desarrollo de las funciones psíquicas superiores. La Habana: Científico-Técnica.Vygotsky S., L. (1987). Psicología del arte. La Habana: Pueblo y Educación.Vol.2, No.3, enero-junio, año 2017 PAGE \* MERGEFORMAT 32Vol.2, No.3, enero-junio, año 2017 PAGE \* MERGEFORMAT 21Ciencia y ProgresoPublicada en línea: 03 de enero 2017. 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