Estudio de la oración compuesta por subordinación sustantiva en noveno gradoStudy of complex sentences made by noun subordination in ninth gradeSuifá Reyes- Gan; Rosa Lewis-GolbourneUniversidad de Guantánamo. CubaCorreo(s) electrónico(s): seifar@cug.co.cu rosalg@cug.co.cu Recibido: 4 de noviembre de 2016 Aceptado: 16 de diciembre de 2016 ResumenLa caracterización de la evolución histórica del proceso de enseñanza-aprendizaje de la asignatura Español y Literatura reveló que existen deficiencias en la delimitación de oraciones psicológicas y en el reconocimiento de las funciones que realizan las oraciones subordinadas, por lo que se hizo necesario la utilización de métodos y procedimientos para promover su estudio y elaborar un sistema de actividades docentes para el estudio de la oración compuesta por subordinación sustantiva en los alumnos de noveno grado en la secundaria básica “Pedro Agustín Pérez”, del municipio Guantánamo.Palabras clave: Enseñanza-Aprendizaje; Oraciones psicológicas; Oraciones subordinadas; Subordinación sustantiva AbstractThe characterization of the historic evolution of the process of teaching and learning of the Spanish and Literature subject of study revealed that many deficiencies exist in the delimitation of psychological sentences and in the recognition of the role of the subordinate clauses, which is why it became necessary to apply methods and procedures to promote the study, and to design a system of teaching activities for the study of the complex sentence caused by noun subordination in pupils of ninth grade at the basic secondary school Pedro Agustín Pérez of the Guantánamo municipality. Keywords: Teaching; Learning; Psychological sentencies; Subordínate clauses; Noun subordinationIntroducción Es de gran importancia establecer correspondencia en el aprendizaje de nuestros alumnos y el uso correcto de la lengua en su escritura para formar cubanos dignos de mejorar su cultura integral en el desarrollo de una sociedad socialista, con una enseñanza sistematizada y valorada en los lineamientos generales que ha trazado la Revolución Cubana dentro del campo educativo. La concepción actual de la enseñanza de la lengua a partir del enfoque cognitivo, comunicativo y sociocultural propone desarrollar la competencia comunicativa de los alumnos de la Secundaria Básica, es decir, que aprendan a ser los comunicadores eficientes y competentemente comunicativos de este tiempo. La asignatura Español y Literatura, constituye un elemento valiosísimo en las relaciones del individuo como ser social, por lo que la enseñanza de los contenidos deberá tener un carácter eminentemente funcional, donde el estudiante comprenda la utilidad y aplicación que tienen los contenidos lingüísticos adquiridos. Por su contribución al desarrollo de habilidades intelectuales, por su condición interdisciplinaria y posibilitadora de saberes, la lengua constituye una de las herramientas más eficaces para el desempeño de alumnos y profesores de Secundaria Básica, cuyo éxito depende del interés y de la labor de todos para el logro de los objetivos del programa actual. La asignatura Español y Literatura, constituye un elemento valiosísimo en las relaciones del individuo como ser social, por lo que la enseñanza de los contenidos deberá tener un carácter eminentemente funcional, donde el estudiante comprenda la utilidad y aplicación que tienen los contenidos lingüísticos adquiridos. Por su contribución al desarrollo de habilidades intelectuales, por su condición Interdisciplinaria y posibilitadora de saberes, la lengua constituye una de las herramientas más eficaces para el desempeño de alumnos y profesores de Secundaria Básica, En la enseñanza Secundaria Básica la asignatura Español-Literatura es la máxima encargada de el dominio práctico del lenguaje al escuchar y comunicarse a través de la producción verbal, conforme a las normas que exige esta en la lengua materna, es servir a la unidad de los hispanohablantes al establecer y difundir los criterios de propiedad, corrección, vitalidad y permanencia de los códigos que han de valer para el desempeño al relacionarse entre sí. El componente gramatical es un área del lenguaje sumamente compleja que irrumpe en el medio estudiantil dado su pertinencia como herramienta de comunicación, por lo que ocupa un lugar destacado en la enseñanza de la asignatura Español- Literatura, ya que mediante la práctica adecuada continúa la formación y el desarrollo de habilidades directamente relacionadas con el idioma materno en general. Tal es la importancia que se le concede, que muchos juzgan la calidad del aprendizaje según las habilidades gramaticales alcanzadas por los alumnos, porque su conocimiento desempeña un papel importantísimo en los procesos de lectura y escritura en todos los niveles.La Gramática tiene como objetivo formar patrones lingüísticos correctos que se correspondan con la norma culta de la lengua, por lo que su contenido lo integran los conocimientos, hábitos y habilidades de carácter gramatical, estos proporcionan la nivelación lingüística del estudiante y les permiten lograr que su lenguaje se aproxime cada vez más al modelo ideal cultural que exige la sociedad. La gramática es una habilidad que debe dominar el estudiante y con mayor razón el especialista, pues permite expresar el pensamiento conforme a la norma que se exige, de esta manera será más eficiente la comunicación entre ellos con el dominio de la ortografía.La preocupación por un nivel cultural educacional, alcanza los más altos escalones en la sociedad cubana, esto no significa que los resultados se correspondan plenamente con las demandas que la sociedad plantea en el desarrollo de la época actual precedido por el impetuoso avance de los Programas de la Revolución con constantes y aceleradas transformaciones.Disímiles autores se han dedicado al estudio del proceso de enseñanza-aprendizaje de la oración compuesta por subordinación sustantiva entre ellos se pueden destacar a: Samuel Gili y Gaya quien expone criterios importantes acerca de su caracterización pero no explica elementos pragmáticos que ayudan a comprender otras formas no propias de este tipo de subordinadas y que el hablante adopta en su acto comunicativo por necesidades comunicativas.Cueva ( 2001) y otros autores en su libro Manual de Gramática Española II nos brinda n elementos fundamentales para identificar este tipo de oración a partir del análisis de los elementos tradicionales de forma, función y significado tal cual lo tratan Porro (2003) y sus coautoras en Sintaxis del español contemporáneo.La autora Rodríguez, (2004) nos presenta su ejemplar “Español Literatura 9no. grado”, en el cual se muestran características para este tipo de clasificación con sus respectivos ejercicios. Hasta aquí se evidencia un tratamiento al contenido gramatical con un enfoque tradicional, aun cuando en la arena internacional los estudios lingüísticos se estaban desarrollando teniendo en cuenta los postulados de la lingüística textual. En Cuba, Roméu (1987) quien defiende el enfoque comunicativo en la enseñanza de la lengua y la literatura en su texto “Taller de la palabra y esta misma autora supera este enfoque al establecer en el primer decenio del siglo XXI el enfoque cognitivo, comunicativo y sociocultural” (p.56)En 2012 sale a la luz el texto Gramática española contemporánea. De la gramática de la lengua a la gramática del discurso, de Torres y Martely, como básico de la carrera Español y Literatura de las Universidades de Ciencias Pedagógicas que abordan los contenidos con la orientación a partir de la lengua en uso, esto es, desde una perspectiva discursiva. DesarrolloEn este trabajo se sistematiza el transcurrir de la educación cubana en los elementos básicos de aprendizaje de la oración compuesta por subordinación sustantiva y se tiene en cuenta la Tercera Revolución Educacional de Chávez y su importancia al diferenciarla y exponer su influencia positiva en el Sistema Nacional de la Educación.Oración compuesta por subordinación sustantiva: es un enunciado que se subordina a una oración principal y realiza las mismas funciones de sustantivo.Para evaluar estos antecedentes históricos se tienen en cuenta tres etapas:Primera etapa: (1961- 1974).Segunda etapa: (1975- 1989).Tercera etapa: (1990- hasta la actualidad).Para la realización de este análisis se tienen en cuenta los siguientes indicadoresDocumentos y planes de estudio sobre la oración compuesta por subordinación sustantiva.Características del programa de estudio de la oración compuesta por subordinación sustantiva.En 1961 se lleva a cabo la alfabetización de un millón de cubanos que permanecían sumidos en la ignorancia y que debían adquirir la instrucción para ser hombres útiles a la sociedad y se introduce el programa de Secundaria Básica con el surgimiento de dicha institución en este mismo año, trae consigo una reforma general de la educación con las siguientes regularidades. La nacionalización de las escuelas privadas y el establecimiento del carácter gratuito y laico de toda la enseñanza.La transformación de los cuarteles en escuelas.La ampliación de los planes de estudio y la formación emergente de maestros para suplir las necesidades crecientes, tanto por el número elevado de escuelas que se abrían aún en los lugares más intrincados, como por el déficit que se creaba por aquellos apátridas que se iban del país al ser afectados sus intereses clasistas.Las siguientes irregularidades se compendian en esta etapaLa enseñanza de la lengua se llevaba a cabo hasta el nivel de Secundaria Básica, ya que en preuniversitario se enseñaba fundamentalmente la literatura. El contenido de la asignatura Español se organiza por unidades temáticas, se partía de la lectura en fragmentos de obras escogidas, poesías o narraciones.Primera etapa: Debido a estas deficiencias en el sistema de educación, heredadas muchas de los planes de estudio vigentes en la etapa pre-revolucionaria y que influían en la calidad de la formación de niños y jóvenes. No satisfacía plenamente las expectativas, lo que fue expuesto y analizado en el Primer Congreso de Educación y Cultura, celebrado en 1971 y en el Segundo Congreso de la UJC en 1972. A lo anterior contribuyó en gran medida la publicación de la obra Lengua y Literatura del Dr. García, escrita con fines docentes como texto de la asignatura Didáctica del Español que se enseñaba en los Institutos Pedagógicos, creados a partir de la década del 60. Esta obra abordaba los problemas metodológicos de la enseñanza del español en la escuela media, que comprende la práctica de la expresión oral y escrita, la enseñanza de la gramática, la ortografía y la literatura.Segunda etapa: comienza a partir de 1975 con la celebración del Primer Congreso del PCC, se planteó la necesidad de llevar a cabo el Perfeccionamiento del Sistema Nacional de Educación, que se inició con el trabajo de diagnóstico en el análisis de las dificultades; con el continuó pronóstico de las direcciones o líneas a seguir y la elaboración y desarrollo de los planes y programas. A raíz del perfeccionamiento educacional se elaboraron libros con el objetivo de mejorar el estudio de gramática, entre estos “Gramática Española” y otros de consulta considerados como cuadernos de trabajo. Afortunadamente, esta etapa enmarca cambios significativos, pues a partir del curso 1988-1989 la asignatura deja de llamarse Español y recibe el nombre de Español-Literatura. La nueva concepción surgida después, de investigaciones y profundos análisis, vincula estrechamente la lectura (o literatura), la expresión oral y escrita, la gramática y la ortografía, y los profesores de esta enseñanza son superados con asignaturas que responden a estas exigencias relacionadas con la expresión oral y escrita. Este carácter integrador favorece ampliamente el desarrollo de las habilidades idiomáticas y, en particular, la producción verbal.Regularidades de la etapaSe vincula la gramática con la lectura y la expresión oral.La asignatura de español recibe el nombre de Español Literatura.Irregularidades de la etapaLa enseñanza media, favorecía solamente los grados terminales con documentos gramaticales.La Secundaria Básica carecía de un libro de Gramática que satisficiera las necesidades de un habla y escritura adecuada en los alumnos.En la escuela los alumnos carecían de un aprendizaje desarrollador que incentivara su cultura integral.Insuficientes ejercicios gramaticales en la asignatura Español- Literatura. No existían medios de enseñanza que sumergieran al estudiante de secundaria en la gramática.Tercera etapa: se asocia con la puesta en práctica de la tercera Revolución Educacional y el llamado período especial en 1990, tiene gran significación la colosal Batalla de Ideas en la que se ha generalizado la utilización de la televisión en las escuelas conjuntamente con el video y las computadoras.Los contenidos de Lengua Española en la asignatura (Español- Literatura) tienen su lógica continuidad en la Secundaria Básica al integrar en una sola asignatura diversos componentes: (lectura e inicio de la apreciación literaria, expresión oral y escrita, gramática, ortografía y vocabulario).En esta etapa de concepción actual de la enseñanza de la lengua se parte del enfoque cognitivo, comunicativo y sociocultural y se propone desarrollar la competencia comunicativa de los alumnos de la Educación Secundaria Básica. Los procesos de comprensión, análisis y construcción constituyen el soporte metodológico para el logro de la integración de los componentes en las clases y en los sistemas de clases de cualquier área del saber. Se emplean videos, computadoras, Programa Editorial Libertad entre otros que favorecen el aprendizaje de la gramática y el desarrollo comunicativo de los alumnos de 9no. grado, pero en los mismos de la Secundaria Básica “Pedro Agustín Pérez”, aún subsisten dificultades en la gramática, por lo que la autora hace manifiesto el comienzo de su investigación e incursiona su trabajo a erradicar esta dificultad en el aprendizaje del estudio de la oración compuesta por subordinación sustantiva.Irregularidades de la etapaSe centra al estudiante en un mundo tecnológico computarizado. Insuficientes actividades objetivas con el diagnóstico gramatical para poner en práctica la creatividad del especialista de secundaria en el territorio.Esta última irregularidad favorece el proceso de la investigación, porque la etapa donde se desarrolla, corresponde a insuficiencias detectadas en los alumnos de 9no. grado en la Secundaria Básica “Pedro Agustín Pérez”, que se manifiesta en que existen medios para la realización de actividades gramaticales, pero solo lograrán su objetivo, si se incrementan en relación a las dificultades de los alumnos en un diagnóstico sistematizados por contenidos, para lograr un aprendizaje desarrollador de la oración compuesta por subordinación sustantiva. Caracterización del estado actual que presenta proceso de enseñanza aprendizaje de la oración compuesta por subordinación sustantiva en los alumnos de 9no. grado en la ESBU “Pedro Agustín Pérez”.La escuela secundaria básica “Pedro Agustín Pérez”, está ubicada en el consejo popular Centro del municipio Guantánamo. , en la calle Carlos Manuel de Céspedes entre Jesús del Sol y Prado # 782.Este centro cuenta con una matrícula de 858 alumnos. De ellos 378 son de 9no. grado. La muestra de la investigación es de 9no. F, y la conforman 30 alumnos de este grado, de ellos 17 hembras y 13 varones; estos oscilan entre 14 y 15 y provienen del barrio centro de donde está enclavada la escuela.Para conocer las características del grupo fueron entrevistadas una profesora general integral, una profesora de Historia, la Guía de pioneros, la directora y jefa de grado de 9no. grado. Como particularidades significativas a considerar se encuentran que las hembras poseen mejor ortografía que los varones y mayor preferencia por los contenidos gramaticales. En este grado como es una etapa terminar de esta enseñanza se exige a la asignatura concentrar su programa en el proceso de consolidación y ejercitación de los conocimientos gramaticales y habilidades lingüísticas ya adquiridas. Con respecto al estudio de oración compuesta por subordinación el contenido se imparte y luego se ejercita con diferentes ejercicios en función de garantizar su aprendizaje y dominio, ya que en los alumnos se registran grandes dificultades. En este grado para la ejercitación de este contenido gramatical, no existe en los libros de texto variedad de actividades que partan del análisis de textos con interesantes informaciones lo que no favorece activar su aprendizaje. Características del programa de estudio de la oración compuesta.Documentos y planes de estudio sobre la oración compuesta por subordinación sustantiva.Estos indicadores seleccionados por la autora en la aplicación del diagnóstico declaran estos métodos para detectar el estado actual. NoMétodos de investigación:Aplicados a:1Observación a: actividades didácticas, sistemas de clases y preparación de la asignatura. 4(actividad metodológica). 8(visita a clase). 9(preparación asignatura). .2Encuesta a: directivos y profesores sobre su preparación, conocimiento del programa de estudio.634Entrevista a: profesores especialistas, sobre su preparación metodológica en función del proceso enseñanza aprendizaje de la oración compuesta.Prueba pedagógica a: alumnos para determinar posibles dificultades en la oración compuesta.35Se aplicó a los alumnos seleccionados como muestra de esta investigación una prueba pedagógica de entrada para comprobar el estado actual de los mismos en el conocimiento de la oración compuesta en lo que se presentó dificultad en su reconocimiento. La prueba permitió conocer el estado inicial y final que presentan los alumnos en la solución de las actividades relacionadas con la oración compuesta por subordinación sustantiva.Las mayores dificultades fueronIncorrecta delimitación de oraciones psicológicas.Especificar las funciones que realizan las oraciones subordinadas.En la encuesta realizada a los profesores también se manifiestan dificultades en el conocimiento y dominio del componente gramatical, ya que el 62,5% plantea que en parte dominan el contenido de las oraciones compuestas.Propuesta de actividades.Actividad: #1Unidad # 9 Clase 169 Tema: La oración compuesta por subordinación sustantiva. FuncionesObjetivo: Reconocer algunas funciones de la oración compuesta por subordinación sustantiva mediante el análisis discursivo - funcional de un texto.Método: Análisis gramatical. Procedimientos: Preguntas y respuestas, lectura silenciosa.Medios: Libro de texto, pizarra, voz del profesor. Lee con cuidado y en silencio el siguiente fragmento de “Vindicación de Cuba” y responde: I II“Ruego a usted (que) me permita referirme en sus columnas a la III Ofensiva crítica de los cubanos…/ No es este el momento de IV V… Discutir el asunto de la anexión de Cuba. / Es probable que VI …V Ningún cubano que tenga en algo su decoro desee ver su país Unido a otro…”/¿Qué se expresa en el fragmento?Los alumnos podrán responder de la siguiente manera: en este fragmento el autor deja claro que su interés está en rebatir la crítica hecha por el periódico “Manufacture” y que ningún cubano que se sintiera verdaderamente cubano no estaría de acuerdo con ser anexado a los Estados Unidos. Señala con números romanos las oraciones gramaticales. Delimita con una diagonal las cláusulas. Di si son simples o compuestas. El docente tomará como posible respuesta lo observado anteriormente.Extrae del fragmento la oración gramatical que te comunica cuál es el pedido del emisor del texto. Podrán responder que es la oración # 2. ¿Cómo recibe esta oración la acción expresada por el verbo? Deberán responder que la recibe directamente. Entonces, ¿Qué función tiene esta oración?Responderán que de complemento directo. ¿Cuál oración gramatical comunica lo que es probable?Dirán que es la #5 y que está interrumpida. Si es sobre lo que se habla en esa cláusula, ¿Qué función tiene con respecto a la principal?La respuesta será que funciona como sujeto. Actividad: # 2Unidad # 9 Clase 170 Tema: La oración compuesta por subordinación sustantiva. FuncionesObjetivo: Reconocer algunas funciones de la oración compuesta por subordinación sustantiva mediante el análisis discursivo - funcional de oraciones aisladas.Método: Análisis gramatical. Procedimientos: Preguntas y respuestas, lectura silenciosa.Medios: Libro de texto, pizarra, voz del profesor. Copia las oraciones compuestas subordinadas que aparecen tu libro de texto en el ejercicio 16 página 224. Es necesario que escuches con atención. Tres compañeros creyeron que ya tú habías salido. Necesito que termines el trabajo. Tuve la impresión de que él se había fijado en ti. Pensó que la idea era buena. No es cierto que tú lo hayas engañado.Te esperaré hasta que vuelvas del cine.Señala las oraciones gramaticales que la integran.El docente tomará como posible respuesta lo observado anteriormente.Y luego responde el inciso correspondiente a cada oración:La primera oración expresa:___ Un mandato ___ un deseo x una necesidadPodrán responder que es la tercera pleca.¿Qué oración lo comunica?La oración subordinada..Determina la función que realiza.Podrán decir que realiza función de sujeto.Identifica la oración que enuncia fe, creencia. ¿Qué función realiza?Que es la segunda oración podrán responder, la cual realiza función de complemento directo.¿Qué expresa la oración subordinada? Determina la función que realiza.Expresa una necesidad, y realiza función de complemento directo.¿Cómo está introducida la subordinada en la oración? ¿A qué palabra modifica la subordinada? ¿Qué función realiza?Esta introducida por una preposición de, la misma modifica al sustantivo impresión, la cual realiza función de complemento de un sustantivo. ¿Identifica la oración que concreta la idea pensada. Determina la función que realiza la segunda oración, y la función de complemento directo.Determina la función que realiza la subordinada.Realiza función de sujeto.Identifica la oración que hace referencia al tiempo. ¿Qué función realiza? ¿Cómo está introducido?Actividad No. 3Unidad # 9 Clase 171 Temática: Otra subordinada sustantivaObjetivo: Clasificar la oración subordinada sustantiva, atendiendo a su semántica y a su funcionalidad comunicativa.La actividad docente que se propone, utiliza un fragmento del cuento que ya han estudiado “Los fugitivos”, de Alejo Carpentier. Para que los alumnos lleguen a clasificar la oración subordinada que aparece en el fragmento se seguirá el siguiente proceder:Se les escribe el texto en la pizarra, luego el profesor realiza la lectura modelo y les pregunta si reconocen a qué obra estudiada en clase pertenece este fragmento.Si la respuesta es negativa, utilizará como recurso los dos nombres propios Cimarrón y Perro para que recuerden que son los dos protagonistas de la obra y les recordará sobre qué trata. Deberá quedarles claro que se trata de Los fugitivos, de Alejo Carpentier. I II“Por hábito, Cimarrón y Perro se despertaron cuando sonó la III… IV Campana del ingenio. / La rebelión de que habían dormido juntos, …III Cuerpo con cuerpo, los enderezó de un salto…”./¿Qué se comunica en este texto?R/ La respuesta deberá girar alrededor de que en él se habla de que Cimarrón y Perro tenían la costumbre de despertarse cuando la campana del ingenio sonaba y le pareció a cada uno que habían dormido juntos y esa idea los enderezó de un salto, es decir, se pararon.Se trabaja el vocabulario con la palabra revelación que según los diccionarios tiene las acepciones de descubrimiento, publicación, inspiración, que no se adecuan al contexto en que ha sido empleado este sustantivo por lo que debe apelarse a qué idea le llega al alumno en el contexto en que ha sido usado.Después se les indicará a los alumnos a que hagan la lectura silenciosa del texto, señalen la o las cláusula o cláusulas y las oraciones gramaticales que lo conforman.De acuerdo con lo tratado anteriormente, en otras clases de otras unidades, deberán señalar dos cláusulas o períodos y cuatro gramaticales. Se les explica la interrumpida, preguntándoles qué se dice o predica de la revelación, así entenderán que ese es el predicado.¿Cuál de las oraciones gramaticales, por su contenido depende de otra?R/ La número tres.¿Sobre qué palabra incide esa oración?R/ Sobre el sustantivo revelación.¿Lo hace de forma directa o indirectamente?R/ Indirectamente, porque entre el sustantivo y esa oración media una preposición. Por lo tanto, ¿qué función tiene esa oración subordinada?R/ Deberán responder que funciona como un sustantivo que incide sobre otro sustantivo indirectamente.¿Cómo clasificas esta subordinada?R/ Como oración subordinada sustantiva.Con esta actividad se ha tratado otro tipo de sustantiva. Se les dice que las subordinadas sustantivas además de sujeto y de complemento directo también pueden ser complemento de un sustantivo.ConclusionesLa elaboración de las actividades docentes tomó en consideración los principios del enfoque cognitivo, comunicativo y sociocultural planteados por Angelina Roméu Escobar con un carácter sistémico, visto desde la integración de los componentes funcionales de la asignatura y las invariantes del conocimiento, con insistencia en el estudio de la oración compuesta.La valoración de los resultados a través de técnicas empíricas confiables, demostró el nivel de efectividad de la propuesta, permitiendo elevar a planos superiores la preparación de los alumnos de la ESBU “Pedro A. Pérez”, para enfrentar con éxito el estudio de la oración compuesta, lográndose en este sentido un salto cualitativo y mayor sistematicidad en la implementación de las actividades docentes lo que permite considerar que el objetivo trazado se ha logrado.Referencias BibliográficasCueva, O. (2001). Manual de Gramática Española. La Habana: Pueblo y Educación.García Arzola, E. (1979). Lengua y Literatura. La Habana: Pueblo y EducaciónGili y Gaya, S. (1975). Curso Superior de Sintaxis Española. La Habana: Instituto Cubano del Libro. Rodríguez Pérez, L. (2004). Español para todos. Temas y reflexiones. La Habana: Pueblo y Educación.Romeo Escobar, A. (1987). Metodología de la enseñanza del español [Tomo1]. La Habana: Pueblo y Educación. Romeo Escobar, A. (1992). Aplicación del enfoque comunicativo: comprensión, análisis y construcción de textos. La Habana: Pueblo y Educación. Romeo Escobar, A. (2007). El enfoque cognitivo, comunicativo y sociocultural de la enseñanza de la lengua y la literatura. La Habana: Pueblo y Educación. Vygotsky, S., L. (1987). Historia del desarrollo de las funciones psíquicas superiores. La Habana: Editorial Científico-Técnica.Vigotsky S, L. (1987). Psicología del arte. La Habana: Pueblo y Educación.Suifá Reyes- Gan; Rosa Lewis-Golbourne Estudio de la oración compuesta por subordinación sustantiva… Suifá Reyes- Gan; Rosa Lewis-Golbourne: Estudio de la oración compuesta por subordinación sustantiva…Ciencia y ProgresoPublicada en línea: 03 de enero 2017. 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