Talleres didácticos para la comprensión textualDidactic Workshops for the comprehension of textsYarisel Zúñiga-Estévez; Cándida Albear-BlancoUniversidad de Guantánamo. CubaCorreo(s) electrónico(s): yariselz@cug.co.cu candida@cug.co.cuRecibido: 1 de noviembre de 2016 Aceptado: 21 de diciembre de 2016Resumen Se realizó un diagnóstico sobre la situación que presenta el proceso de enseñanza-aprendizaje de la asignatura Español-Literatura en el 10mo. Grado del Instituto Politécnico Industrial “Félix Ruenes Aguirre” del municipio Baracoa, a partir de la aplicación de diferentes métodos y técnicas de investigación educativa, detectándose insuficiencias en la comprensión textual, a partir de lo cual se propuso un conjunto de talleres didácticos dirigidos al fortalecimiento de la imaginación creadora y la comprensión textual, lo cual favorecerá el desarrollo de una cultura literaria en los alumnos del 10mo grado.Palabras clave: Diagnóstico; Enseñanza- aprendizaje; Talleres didácticos; Comprensión de textosAbstractA study was carried out in the Industrial Polytechnic Institute Félix Ruenes Aguirre, of the Baracoa municipality. Different methods and techniques of educational investigation were used for such a study. A set of didactic workshops aimed at strengthening the creative imagination and textual understanding is proposed in this paper for solving the detected insufficiencies in the comprehension of texts, which will favor the development of a literary culture in the pupils of tenth grade.Keywords: Diagnostico test; Teaching; Learning; Didactic workshops; Comprehension of Texts 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.Se vive 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, es 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. En el Sistema Educacional Cubano se producen profundas transformaciones que tienen repercusión más allá de las fronteras de la nación. Esto requiere elevar los niveles de exigencias tanto en el trabajo pedagógico con los docentes como en el educativo, en aras de propiciar una formación integral de la personalidad del alumno 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 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. El objetivo esencial de la asignatura Español Literatura en todos los niveles de enseñanza es desarrollar la competencia comunicativa, para ello el comunicador tiene que cumplir con los siguientes requisitos: Comprender y analizar todo tipo de texto y, además, poseer una cultura general que le permita impartir clases desarrolladoras. La enseñanza-aprendizaje de la lengua, en las últimas décadas ha experimentado profundos cambios, al asumir las concepciones de la lingüística del texto comunicativo.En lo que respecta a la didáctica de la lengua, en nuestro contexto se asume el enfoque cognitivo, comunicativo y sociocultural y en su concepción, según Roméu (2011) El primer salto teórico que fue necesario dar consistió en transitar, en un proceso de síntesis, de la concepción que abordaba los componentes tradicionales de la asignatura, separados, hacia una concepción integradora que focalizaba los procesos de significación en los que la lengua interviene y que denomina componentes funcionales: comprensión, análisis y construcción. (p.26). Roméu (2011) Dichos componentes, según definición de Roméu, “...son los tres procesos esenciales que intervienen en la comunicación, y que los estudiantes deberán aprender a desarrollar, a fin de convertirse en comunicadores competentes”. (p.26). La enseñanza-aprendizaje de la comprensión textual tiene gran importancia ya que constituye un componente esencial para la comunicación, pues, a partir de ella se tiene en cuenta que el ser humano se beneficia ante sí con situaciones que permanentemente exigen ser comprendidas y que puedan ser asumidas con determinadas pautas de actuación. En Guantánamo se destacan: (Viera y Albear 1998) Lorié (2010), entre otros, han abordado esta temática. En sus trabajos tratan con mayor énfasis y actualidad algunas de las consideraciones fundamentales para el trabajo con la comprensión textual; pero generalmente no proponen en sus talleres didácticos los niveles de ayuda necesarios para el tratamiento de la comprensión lectora. DesarrolloCon el triunfo revolucionario, el Primero de Enero de 1959, se producen cambios profundos y radicales en el país que priorizan la implantación de un sistema que permitiría la extensión de los servicios educacionales a toda la población. La nueva política educacional comienza a perfilarse. Se realiza el seminario de unidad del Sistema Nacional de Educación en Cuba, (1965) que busca la integración entre los diferentes niveles de enseñanza. La Comisión de Español, presidida por la Dra. Henríquez concluye su trabajo con la necesidad de una educación lingüístico- literaria bien definida para todo el Sistema de Educación General. Ferrer y otros (1980). Se elaboran guías de Español para orientar a los docentes en la enseñanza del idioma, aquí se destaca la elaborada por la Dra. Rodríguez que concibe la enseñanza de la lengua materna como una integración de la lengua en forma de unidades que comprenden: la lectura, la expresión oral, la expresión escrita y los principios gramaticalesEn tal sentido, el pedagogo García (1979) publicaba su obra “Lengua y Literatura” donde se abordaban los problemas metodológicos del español, que comprendían la práctica de la expresión oral, la expresión escrita, la enseñanza de la ortografía y la literatura. De manera que este período se materializa un intento de lograr que el programa atendiera de forma prioritaria el vocabulario; pero las orientaciones no llegaban objetivamente a los docentes.En 1976 se edita el libro, Didáctica del idioma Español, de García, que deviene una guía orientadora para los docentes, cuyas ideas constituyen un seguimiento a los criterios abordados por Almendros desde la etapa neocolonial.García (1976) en sus páginas se hace un llamado al rescate de la lengua hablada a partir de su atención desde la escuela, y al respecto plantea:Se llega a la conclusión de que cualquier empeño que trate de abordar una modificación favorable de la enseñanza del idioma, ha de prestar especial interés al cultivo de la lengua oral y elaborar procedimientos prácticos apropiados para cumplir ese propósito. (p.24) Roméu, (1994), principal defensora del enfoque comunicativo en el país, inicia desde esta etapa sus esfuerzos en pos de trasformar los métodos de enseñanza de la lengua española, y en este sentido apunta: La enseñanza así concebida, permite revelar la funcionalidad de los conocimientos, que tienen su aplicación real en la comprensión y construcción de discursos concretos, tales como cartas, informes, avisos, cuentos, etc., lo que pone de manifiesto la utilidad de lo que se aprende para la vida social y la actividad laboral y profesional. El aprendizaje se orienta hacia la comprensión del papel del lenguaje como medio esencial de comunicación y no a la memorización mecánica de categorías y funciones gramaticales. (.p.23)A modo de resumen puede decirse, que luego del triunfo revolucionario, han sido innumerables los avances que en las ciencias en sentido general y en la Pedagogía y la Didáctica en particular, se han producido. La atención a la escuela y al alumno ha estado durante estos últimos treinta años, como una prioridad del sistema social que el Gobierno Revolucionario y el pueblo cubano defienden.De acuerdo con la profundización en la temática, Roméu (1999, 2003) ha considerado tres niveles de comprensión. Ellos son: la comprensión inteligente, la comprensión crítica y la comprensión creadora.La comprensión inteligente: en este nivel tiene lugar la captación de los significados explícitos, implícitos complementarios. En este nivel, se comprende el significado de las palabras, se realizan inferencias al atribuirle significados al texto a partir de su universo del saber. En esta etapa, el lector comprende el significado de las palabras, investiga las palabras cuyo significado desconoce, les otorga un sentido a partir de su uso en un determinado contexto de significación; descubre las relaciones del texto con otros textos (intertextualidad) y le atribuye un significado.La comprensión crítica: no deja de ser una lectura inteligente, pero tiene lugar en un nivel más profundo. En esta etapa, el que lee se distancia del texto, para poder opinar sobre él, enjuiciarlo, criticarlo, valorarlo; el lector está en condiciones de tomar partido a favor o en contra y de comentar sus aciertos y desaciertos. Puede juzgar, por ejemplo, acerca de la eficacia del inter texto, de la relación del texto y el contexto, y comentar acerca de los puntos de vista del autor.La comprensión creadora: supone un nivel profundo de comprensión del texto, que se alcanza cuando el lector aplica lo comprendido, ejemplifica o extrapola. En otras palabras, el lector utiliza creadoramente los nuevos significados adquiridos y producidos por él. Aquí la creatividad no debe entenderse en un sentido restringido, referida sólo a la creatividad artística, sino como capacidad para actuar independientemente, relacionar el texto con otros contextos y hacerlo intertextualUn buen lector es aquel que aspira a comprender lo que lee, para lo cual trata de obtener la información contenida en el texto y, además, debe ser capaz de procesarla y utilizarla conscientemente. Para lograr esto, es necesario que el que lee, sepa qué hacer con el texto cuando se enfrenta a él, lo que supone el dominio de estrategias cognitivas y meta cognitivas, en torno a la comprensión.Estructura de los talleres didácticosLos talleres didácticos propuestos permiten darle tratamiento a la comprensión textual y van encaminados a la comprensión de la novela cumbre de la literatura universal “El ingenioso hidalgo Don Quijote de la Mancha”, escrita por Miguel de Cervantes y Saavedra, por lo que le brinda a los docentes las posibilidades de llevar a cabo el proceso de enseñanza-aprendizaje con mayor eficacia.Estos talleres metodológicos van a ser implementados en la unidad 5 del décimo grado, en la que se estudia la obra “El ingenioso hidalgo Don Quijote de la Mancha”, se formularon para ello preguntas orientadas al tratamiento de la comprensión textual, con énfasis en los niveles.Implementación. Taller # 1 Tema: El Quijote, una novela sorprendente.Objetivo: Explicar las características esenciales que definen al Quijote como una novela sorprendente mediante la lectura del capítulo seleccionado lo que favorecerá el enriquecimiento de su cultura general integral.Tiempo: 45 minutos.Lugar: aula o biblioteca.Modalidad: taller didáctico.Participantes: alumnos.Método: Lectura y actividades creadoras.Procedimientos: Observación, lectura, interrogación, trabajo con el texto, conversación, análisis, exposición y explicación.Medios: Libro de texto del 10mo grado, el libro de la obra a trabajar.Orientaciones metodológicas: El profesor empleará niveles de ayuda que permitirán que los estudiantes se preparen para que expongan las actividades realizadas.El profesor realizará un bosquejo sobre las circunstancias históricas en que se escriba la obra.Después de explicar el contexto histórico en que se escribe, se conocerán algunos de los datos más significativos de la vida y obra de su autor Miguel de Cervantes y Saavedra.Luego el profesor hará un breve intercambio del por qué el autor se inspira a escribir la novela, objeto de análisis, con el objetivo de establecer una conversación entre profesores y alumnos.Para ello la profesora orientó con antelación una guía de lectura de algunos de los capítulos fundamentales que se van a trabajar en la unidad con el único propósito de que los estudiantes se familiaricen con la obra.Para comprobar su lectura se realizarán las siguientes preguntas: ¿De qué trata el texto?¿Cuáles son los personajes que intervienen? Clasifícalos en primarios, secundarios o terciarios.¿Te gustó el final de la obra?¿Si fueras el autor que final le darías?¿Por qué Miguel de Cervantes y Saavedra titula su novela El ingenioso hidalgo Don Quijote de la Mancha? Lee cuidadosamente el siguiente texto:La novela comienza describiéndonos a un tal Alonso Quijano, hidalgo pobre, que enloquece leyendo libros de caballerías y se cree un caballero medieval. Decide armarse como tal en una venta, que él ve como castillo. Le sucede toda suerte de cómicas aventuras en las que el personaje principal, impulsado en el fondo por al bondad y el idealismo, busca deshacer agravios y ayudar a los desfavorecidos y desventurados. Profesa un amor platónico a una tal Dulcinea del Toboso que es, en realidad, una moza labradora de muy buen parecer: Aldosa Lorenzo. Escura y el barbero del lugar somete la biblioteca de Don Quijote a un expurgo, y queman parte de los libros que le han hecho tanto mal.Responde verdadero (v), falso (F) o no se dice (¿) según la información que se te brinda en el texto.____ El escritor escribe la novela en su pleno vigor creativo.____ La novela da inicio haciendo una pequeña descripción de un tal Alonso Quijano, hidalgo pobre.____ El Quijote profesa un amor platónico con Dulcinea del Toboso.____ La novela cuenta que no le suceden misteriosas aventuras, ni que fueron cómicas.____ En la novela se aprecia una forma de comprender la realidad.Del texto anterior extrae:Una palabra que sea sinónimo de trastornado ____________________. Una palabra opuesta al vocablo rico________________. Un homófono del vocablo echo ______________. 2.3. Marca con una cruz (x) la afirmación correcta según lo expresado en el texto.____ Cervantes hace de la novela sorprendente contando la impresionante historia de la locura de un caballero andante.____ En la novela se refleja la realidad subjetiva de un pobre hombre. ____ La narración de un amor platónico entre Alonso Quijano y Dulcinea del Toboso.3. ¿Por qué la novela El ingenioso hidalgo Don Quijote de la Mancha se considera sorprendente? 4. Del título de la novela determina:¿Cómo está estructurado este sintagma nominal? Subraya su núcleo. ¿Cuál es el sintagma nominal?¿Cuál es el reino de Alonso Quijano según Cervantes?4.1. Resume en una oración simple lo apreciado en el taller de hoy.Actividad independiente:1_ Consulta la novela El Quijote. Centra tu atención en la primera parte.Resume en un párrafo algunas de las ideas fundamentales de lo leído.Taller # 2Tema: El caballero de la Triste Figura.Objetivo: Analizar el capítulo XLll del tomo 2 de la obra El ingenioso hidalgo Don Quijote de laMancha a través de fragmentos seleccionados para el enriquecimiento de la cultura literaria.Método: Lectura y actividades creadoras.Procedimiento: Preguntas y respuestas, trabajo independiente, exposición, lectura comentada.Participantes: Alumnos. Modalidad: Taller didáctico. Medios: Libro de texto de Español Literatura, novela El Quijote. Motivación: Preparación de un medio de enseñanza.Tema: Franelógrafo.Se confecciona con una colcha o frazada y se le realiza un marco de madera. Luego se irán pegando las palabras que serán hechas de papel o cartulina, donde contendrán cada uno de los valores que se ven reflejados en la obra que se va a comprender, los cuales son: Humanismo, solidaridad, responsabilidad, patriotismo. y honradez. _ Para ser identificados cada uno de ellos por separados se pondrán por flechas que se destacarán con color rojo. Pero antes de presentar este medio de enseñanza se realizará una dramatización por dos estudiantes que lleven en sí algunas de las características de los principales protagonistas de la obra, donde se demostrará los consejos que le brinda Don Quijote a Sancho para gobernar su ínsula, por lo que se realizarán las siguientes preguntas de comprensión:_ ¿Qué es lo observado?_ ¿Con qué unidad estudiada guardan estrecha relación? ¿Pueden poner algunos ejemplos? En el tema político estudiaron el ensayo Nuestra América, ¿creen que las frases analizadas, escritas por José Martí se vinculan con lo que se estudia en esta unidad? Pues con este medio de enseñanza se podrá motivar a los estudiantes a que lean y disfruten la obra. _ La profesora iniciará realizando un breve recordatorio acerca de lo trabajado en el taller anterior, de evaluar cuáles son las características esenciales de la obra El Ingenioso hidalgo Don Quijote de la Mancha._ En la unidad #1 del décimo grado se trabaja con el contenido de los proverbios, refranes o aforismos, que sirven de gran ayuda para la formación en valores en los estudiantes, y fortalece satisfactoriamente su personalidad. Los mismos, guardan estrecha relación con algunos de los consejos que le brinda Don Quijote a Sancho, en el capítulo XXll del tomo 2 de la novela “El ingenioso hidalgo Don Quijote de la Mancha”, y todo para que su fiel escudero aprenda a gobernar su propia ínsula. También se vincula algunas de las obras martianas, en especial con el ensayo “Nuestra América” de José Martí, en el cual se expresa el profundo conocimiento de los problemas del continente, denunciando al mundo las dificultades que presentan estos pueblos. Necesitaba demostrarles a los americanos que su vida no cambiaría sino transformaba su forma de pensar o actuar.Actividades: 1. El siguiente proverbio aparecen la unidad # 1 del décimo grado, donde se profundiza e interpretan algunos de ellos y que poseen gran enseñanza en la actualidad. Estos se pueden comparar con diversos de los consejos que le brinda Don Quijote a Sancho cuando iba a gobernar la ínsula.Establece una breve comparación entre los siguientes proverbios y algunos de los consejos que le brinda Don Quijote a Sancho: Proverbio: “Al pobre le prestan dinero y preocupaciones”Consejos: “Hallen en ti más compasión las lágrimas del pobre, pero no más justicia, que las informaciones del rico”Proverbio:” No se puede detener el mar con los brazos”Consejo: “Has de poner los ojos en quien eres”2_ Comenta oralmente o por escrito algunos de los consejos que Don Quijote da a Sancho antes de gobernar la ínsula._ Has de temer a Dios, porque en el temerle está la sabiduría. _ Tomarás por medio la virtud.3_ Demuestra con un pasaje de la obra como se pone de manifiesto el humanismo renacentista del Quijote. Actividades:1_ Imagina que eres un gran artista plástico y un autor._ ¿Qué final pintoresco le darías a la novela?Taller # 5 Tema: La razón de la sinrazón.Objetivo: Comentar ideas esenciales a través de fragmentos seleccionados para el enriquecimiento de la cultura literaria.Método: Lectura y actividades creadoras.Procedimiento: Explicación, observación, lectura comentada.Medios: Libro de texto de 10 mo. Grado, libro de la obraModalidad: Taller didáctico.Participantes: Alumnos._ La profesora dará comienzo recordando lo trabajado en el taller anterior, y haciendo un recuento de todos los capítulos trabajados durante toda la unidad, para demostrar que el conocimiento quedó impregnado.Actividades:_La profesora escribirá la siguiente frase en la pizarra, que aparece en su libro de texto:“Señores (…) yo fui loco, y ya soy cuerdo, fui Don Quijote de la Mancha, y soy ahora, como he dicho, Alonso Quijano el Bueno (…)”_ Se realizarán las siguientes preguntas de comprensión: a) _ ¿Qué sentimientos te inspiran estas palabras pronunciadas por Alonso Quijano el Bueno en su lecho de muerte? Coméntala.b) _ ¿Por qué crees que Don Quijote cayó enfermo? c) Crees que al morir el Quijote muere el ideal de justicia. Explica tu respuesta a través de un párrafo.d) ¿Qué piensas de la actitud de Sancho? ¿Cómo lo explicarías?e) Explica el procedimiento que utiliza Cervantes al final del capítulo._ Sanchificación del Quijote_ Quijotización de Sancho2_ Constituye el Quijote una crítica a las novelas de caballerías solamente. ¿Por qué? 8_ Dictado:El ingenuo hidalgo se convierte poco a poco en un maestro de Sancho pero el escudero, a su vez, enseña mucha y sabias lecciones a su amo. Los dos unidos, completan la visión simbólica de la humanidad. Don Quijote es el personaje portador del humanismo cervantino, pero Sancho Panza es su complemento social, la encarnación del pueblo en le que la semilla del ideal germina. Por eso, al final, cuando muere Alonso Quijano en su cama, Don Quijote había muerto antes, el escudero, contagiado de la noble locura del caballero, no se resigna. (Se le darán tres lecturas a este para que escuchen con atención, lo copien y luego puedan colocar los signos de puntuación respectivamente.)_ La profesora para finalizar la obra recordará todos los pasajes o aventuras de la novela que causaron gran impacto en los estudiantes, y concluye con la siguiente frase que escribirá en la pizarra, para que siempre se mantenga vigente la obra del majestuoso Miguel de Cervantes y Saavedra: “El ingenioso hidalgo Don Quijote de la Mancha”:“Don Quijote es hoy más grande que cuando armado de punta en blanco, salió de la imaginación de Cervantes, más rico de toda la riqueza de experiencias y aventuras que ha adquirido en más de 300 años de correrías por los campos ilimitados del espíritu humano.”ConclusionesEl proceso de enseñanza- aprendizaje de la comprensión textual ha transitado desde un enfoque tradicionalista primero, luego por un enfoque comunicativo y finalmente por uno cognitivo comunicativo y sociocultural, en el cual se enfatiza en el papel activo y protagónico del alumno en estrecha relación con los agentes socializadores.La elaboración de los talleres didácticos tomó en consideración los principios del enfoque cognitivo, comunicativo y sociocultural planteados por la Dra. Angelina Roméu Escobar. 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 del IPR “Félix Ruenes Aguirre”Referencias Bibliográficas Albear Blanco, C. (1998). Una vía alternativa para el tratamiento del componente léxico. (Tesis de Maestría). ISP “Raúl Gómez García”, Guantánamo.García Arzola, E. (1979). Lengua y Literatura. La Habana: Pueblo y EducaciónGarcía Pers, D, Rodríguez Vives M. (1976). Oraciones subordinadas, en Gramática del español. La Habana: Pueblo y Educación Gili y Gaya, S. (1975). Curso Superior de Sintaxis Española. La Habana: Instituto Cubano del Libro. Lorié González, O. (2008). Un modelo didáctico de la comprensión del texto escrito para los estudiantes de primer año de la Educación Primaria. (Tesis de Doctorado). ISP “Raúl Gómez García”, Guantánamo.Romeu Escobar, A. (1987). Metodología de la enseñanza del español. [Tomos I]. La Habana: Pueblo y Educación. Roméu Escobar, A. (1987). Metodología de la enseñanza del español [Tomos II]. La Habana: Pueblo y Educación. Romeu Escobar, A. (1999). Aplicación del enfoque comunicativo: comprensión, análisis y construcción de textos. La Habana: Pueblo y Educación. Viera Bayeaux, I. (1998). La comprensión como proceso de reducción del significado en textos literarios y no literarios. (Tesis de Maestría). ISP EJV, La Habana. gYarisel Zúñiga, Cándida-Albear: Talleres didácticos para la comprensión textual…Yarisel Zúñiga, Cándida Albear Talleres didácticos para la comprensión textualCiencia y ProgresoPublicada en línea: 03 de enero 2017. 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