Actividades docentes para la construcción de textos expositivosTeaching activities for the construction of expository textsJosé Andris Martínez-Chávez; Yasser-Vargas Guerra; Alina Cantillo-QuinteroUniversidad de Guantánamo. CubaCorreo(s) electrónico(s): josea@cug.co.cuyaserv@cug.co.cualinac@cug.co.cu Recibido: 4 de abril de 2016Aceptado: 22 de mayo de 2016ResumenLa investigación Actividades docentes para la construcción de textos expositivos, posibilita el tratamiento de una de las tipologías textuales que hoy día es utilizada en contextos comunicativos de estudiantes y docentes. Se tomaron como referentes para esta investigación, los aspectos históricos y teóricos en las áreas filosófica, sociológica, psicológica, pedagógica (didáctico-metodológica) relacionados con el tratamiento de la construcción de textos expositivos durante el proceso de enseñanza-aprendizaje de la asignatura Español- Literatura en la educación Secundaria Básica. Palabras Clave: Actividades docentes; Construcción textual; Textos expositivos; Tipologías textualesSummaryThe research teaching activities for the construction of expository texts, allows the treatment of one of the textual typologies that today is used in communicative contexts of students and teachers. The historical and theoretical aspects in the philosophical, sociological, psychological, pedagogical (didactic-methodological) aspects related to the treatment of the construction of expository texts during the teaching-learning process of the Spanish- Literature in Secondary Education Basic. Keywords: Teaching activities; Textual construction; Expositive texts; Textual typologiesIntroducciónLos Lineamentos económico y social de nuestra Revolución, expresan la necesidad de elevar la calidad en la formación de nuestros estudiantes, así como en la labor de la profesión que se ejecute. Se proyectan hacia el desarrollo de un sujeto de pensamiento independiente, con convicciones profundas, y un participante activo en las grandes transformaciones económicas, sociales y culturales que atraviesa la nación, estos aspectos se logran también teniendo como base el conocimiento amplio y preciso de su lengua materna.La educación Secundaria Básica asume la responsabilidad de conducir el proceso de desarrollo de la lengua materna, centrando su atención en el desarrollo de la capacidad de los escolares para comunicar no solo de manera personal, o a larga distancia, sino, de hacerlo por medio de documentos escritos y gráficos; se reafirma con ello una peculiaridad del género humano. En este sentido, la construcción de textos constituye un quehacer social y académico, y es la macro habilidad en la que menos competentes se muestran profesores y estudiantes.Investigadores de estos temas hablan sobre la importancia del respeto al proceso cognitivo de cada alumno, y de la posibilidad de desarrollarlo cuando se le proponen actividades interesantes, se desechan trabajos de tipo mecánico, se estimula el intercambio de opiniones y se evita propiciar la competencia de los alumnos entre sí. Flowers y Hayes (1981) Cassany (1997) Didactext (2003) Ferreiro (2002). Los trabajos del Doctor Cassany han enriquecido el modelo teórico de Flowers y Hayes, en tanto se han ocupado de elaborar determinados presupuestos didácticos para perfeccionar estos procesos durante el desarrollo de la construcción de los textos escritos para que el profesor interactúe en las clases. En Cuba son valiosos las investigaciones de García (1975) Cabrera (1984) Báez (1987) Porro (1987) Repilado (1987) Ortega (1999) Roméu (1999- 2011) Domínguez (2010) y otros, proponen métodos tradicionales y modernos para el tratamiento de la construcción textual, así como actividades para su desempeño. Específicamente Domínguez cita el texto científico y sus formas, sin orientarse hacia la conducción metodológica del profesor para enfrentar este contenido.En la provincia de Guantánamo se destacan con interesantes aportes en esta temática: Planas (2004) Liz (2004) Rodríguez (2006) Vargas (2010) Martínez (2010) entre otros; facilitan actividades para el tratamiento de la construcción de textos, sin atender la tipología científica y las vías metodológicas para que el profesor interactúe en las clases. DesarrolloLa construcción textual constituye un componente importante en el proceso de enseñanza-aprendizaje de la asignatura español-literatura, la misma ha experimentado avances y transformaciones en cuanto a su didáctica, metodología y conceptos, en correspondencia con los modelos y enfoques desarrollados, aún así prevalecen en la escuela esquemas que establecen una separación entre los contenidos gramaticales y el desarrollo de habilidades comunicativas.Con la consolidación de la Escuela tradicional o Normativa, el ejercicio de la escritura consistía en copiar textos escritos para imitar los modelos clásicos. La oratoria y la estilística literaria se centraron en la enseñanza mediante copias de textos de prestigio. Este enfoque está presente en las ideas pedagógicas más antiguas, y era prescriptiva la atención de la lengua escrita y correctiva a la lengua oral.En Cuba se enseñaban las redacciones formales con énfasis en el estilo epistolar. “Llama la atención el interés que trata de poner en los conocimientos lingüísticos y literarios en los trabajos de composición […] y su carácter sistemático y diario”. (García, 1978, p.33)Aguayo (1917) escribe sobre la enseñanza de la lengua materna y en esta atribuye una gran importancia a la composición: “capacitar al niño para expresar sus pensamientos por escrito, de modo que las personas puedan entenderlo bien”, y concibe la enseñanza del lenguaje desde cualquier clase […] como contenido y expresión de pensamiento oral”. (Aguayo, 1917, p.297-312)Los destacados pedagogos (Almendros y García, 1971) aportaron sus ideas a la enseñanza de la lengua y abogaron por la atención de la construcción de textos escritos. Con el triunfo revolucionario, el gobierno dio importancia, como nunca antes, al estudio de la lengua materna y se ofrecieron orientaciones para todo el país sobre cómo trabajarla y qué planes de estudio abordar según el grado y el nivel. Esta organización del Sistema Nacional de Educación incidió favorablemente en la estructuración y enriquecimiento de los estudios del lenguaje oral y escrito.Aunque el perfeccionamiento de la enseñanza en nuestro país (1975), trajo consigo avances en el tratamiento de los estudios del lenguaje, porque comienza a abordarse la lengua como sistema y se incorporan a los programas de Español contenidos referidos a la comunicación; conceptos como: norma, habla, signo lingüístico, aún no se logran estructurar de manera adecuada, todos los elementos que componen el estudio de una lengua, y se criticó, principalmente, su abordaje por separado: lectura, gramática, expresión oral, expresión escrita y ortografía, como si todas no fueran parte de un único fenómeno. Con la fusión de estas asignaturas se indica la integración de los componentes: expresión oral, expresión escrita, lectura, gramática, ortografía y caligrafía. Esto le brinda a los docentes la flexibilidad del tratamiento integrado a los contenidos objetivos y componentes de la asignatura Español- Literatura. Sin embargo, no existe un documento que oriente la manera de una adecuada y variada integración. Igualmente las orientaciones metodológicas sugieren a los docentes las propuestas para el estudiante escribir los textos, con situaciones significativas y variadas.La realización previa de ejercicios orales antes de la redacción como condición indispensable, así como la práctica constante, pero no se le explica cómo proceder.Durante los años (1996-1997) se implementa en la escuela la aplicación del Programa Director de la Lengua Materna, con la responsabilidad del docente como vía de trabajo adecuada para el dominio de la Lengua Materna con el objetivo de lograr la formación de mejores comunicadores. En los programas de estudio los contenidos gramaticales se abordan en los límites de la oración, por lo que el estudiante no llega a descubrir su funcionalidad en la comprensión y construcción de textos, ni logra las competencias para construir diferentes tipos de discursos en variados contextos.Con la nueva revolución educacional (2000) se introducen nuevos cambios en el Sistema Nacional de Educación y la asignatura español-literatura no estuvo exenta a ello, por lo que ocurrieron ajustes en su currículo y se agregan al plan de estudio nuevas concepciones y contenidos.A partir del (2000) se le confiere un carácter prioritario a la construcción de textos escritos pero en función del tratamiento a las habilidades comunicativas de lengua y su salida a través de las clases, en este sentido, la autora Angelina Roméu retoma todos los aspectos concernientes a este componente funcional de la asignatura Español – Literatura y la atención que merece, pero desde una mirada diferente: la incorporación del enfoque cognitivo, comunicativo y sociocultural.En los cursos (2002-2003 y 2003-2004), se declara la aplicación del enfoque cognitivo, comunicativo y sociocultural en la enseñanza de la lengua y la literatura, de la Dra. Roméu, a partir de las concepciones de Vigotsky acerca de la unidad del pensamiento y el lenguaje en el proceso de elaboración y transmisión de significados. De esta manera, la didáctica de la escritura entiende el proceso de construcción textual como fundamento en las concepciones de la psicología basado en el enfoque histórico-cultural desarrollado por este psicólogo.Por tanto, constituye una necesidad el empleo de un enfoque, que aproxime la enseñanza de la construcción textual y facilite las respuestas a este empeño, al descubrir el nexo entre los procesos cognitivos y comunicativos, que enuncia la unidad del pensamiento y el lenguaje y su referencia con el contexto sociocultural donde tienen lugar estos procesos. La construcción de textos expositivos en la enseñanza Secundaria BásicaLa construcción de textos expositivos en el séptimo grado es una de las primeras temáticas que se abordan. Según el programa y las indicaciones metodológicas, se debe trabajar la definición del concepto con los estudiantes e identificar los textos expositivos según la denominación del concepto. Se insiste en que clasifique este tipo de texto y que lo redacte, sin embargo no se le ofrecen niveles de ayuda, ni la vía a seguir para que logre construir este texto.El texto expositivo puede integrarse en otras secuencias predominantemente narrativas, descriptivas, argumentativas y aun dialógicas en virtud de la heterogeneidad textual que puede ofrecer cualquier discurso. También es cierto que las exposiciones pueden ilustrarse con narraciones, descripciones y aun diálogos, pero raramente con argumentaciones, a menos que éstas estén tan claras que no quepa duda de considerarlas como opiniones del emisor. Lo importante es que en este tipo de texto predomina una actitud que viene dada por un afán didáctico de objetividad y claridad.Exponer equivale a informar, es decir, transmitir datos con un alto grado de organización y jerarquización. La exposición es neutra y objetiva y en ella ni hay intención de persuadir, sino de aportar los elementos necesarios para facilitar la comprensión de un tema difícil y complejo. No obstante señala Van Dijk que un texto expositivo puede ser argumentativo en cuanto la claridad de exposición puede ser utilizada para convencer. Todo texto expositivo parte de las preguntas que nos suscita un objeto complejo que se explica según las siguientes fases:Fase de cuestionamiento: Realiza una esquematización inicial del asunto objeto de la exposición y puede corresponderse con el título del texto o con algún párrafo introductor. Esta fase genera un cuestionamiento basado en las causas y los modos que motivan que tal objeto sea o se comporte de determinada manera. Fase resolutiva: Explicaciones que esclarecen la dificultad de dicho tema Suponen un acercamiento a la explicación aportando todos los datos e informaciones necesarios para su resolución. Realiza una esquematización problemática, y puede dejar incógnitas por resolver.Fase conclusiva: Conduce a la conclusión aportando la interpretación generalizadora de los datos analizadosEn cuanto a las características sintácticas se puede afirmar que los textos se asocian generalmente a la síntesis y al análisis de las representaciones conceptuales. Las dos fórmulas a las que pueden estar reducidos corresponden a estos dos tipos:Sujeto + Predicado nominal: síntesis. Agrupa las partes y cualidades remitiéndolas a un ser definido.Sujeto + Predicado verbal -cuyo núcleo ideal es tener-: análisis. Determina las diferentes partes del todo que supone el objeto de la explicación.Estas fórmulas básicas se desarrollan mediante tres funciones básicas: la causalidad, la consecuencia y el modo, ya sea en forma de sintagmas o de proposiciones subordinadas adverbiales: Las dos primeras conectan de modo lógico la sucesión de fases del discurso, mientras que la tercera señala las circunstancias en las que se desarrollan las cualidades que la síntesis y el análisis nos mostraron. El orden de las palabras es lineal en el que ha de predominar la objetividad, la claridad y la precisión. Uno de los tiempos verbales más usados es el presente de indicativo. Por un lado abstrae la explicación de coordenadas espacio-temporales, dándole a las explicaciones un carácter universal. De este modo suele emplearse.En cuanto a la precisión y la claridad, otro de los elementos constitutivos del texto expositivo, se puede señalar que los elementos funcionalmente adjetivales son especificativos y no valorativos: adjetivoscalificativos . El establecimiento de relaciones lógicas entre los enunciados es propio de esta secuencia Y si bien dichas relaciones quedan a veces implícitas por yuxtaposición, mucho más a menudo se explicitan mediante los conectores, conjunciones u otro tipo de locuciones con valor relacionante, como las formadas por preposición más un elemento anafórico, generalmente causales: por ello, por dicha causa,... también abundan las ilativas con valor consecutivo: por lo tanto, por consiguiente, de modo que,... y las finales: para que, a fin de que, con vistas a,...En cuanto a la progresión temática, es decir, la forma en que se integra la información conocida, o tema, y la información nueva, o rema, se suelen seguir dos modelos: Progresión lineal: Cada rema se convierte en nuevo rema. De tema variado: A partir de un hipertema, o tema central, que puede estar explícito o sobreentendido, se bifurcan varios subtemas con sus correspondientesSus característica pragmáticas responden a la configuración del emisor a partir del conocimiento compartido por emisor y destinatario. El caso óptimo es el que el emisor tenga una idea exacta de lo que ya sabe el destinatario, porque, de lo contrario, se pueden producir inadecuaciones por defecto o por exceso, dependiendo de los conocimientos previos que el emisor estime que tenga el receptor .En cuanto al propósito, la voluntad que hay en toda explicación nos llevará a elaborar textos objetivos y ordenados, en los que se evitará la expresión del propio punto de vista sobre el tema tratado. Por tanto la explicación no es el espacio propio de las expresiones que señalan la actitud de la primera persona, más bien se prefiere el uso de la tercera.Se prefiere el canal escrito para estas comunicaciones en cuanto admite la recursividad en la lectura. En el oral, el lector no puede volver a recibir la información, de ahí el predominio del código escrito en los textos expositivos.Estructura de la propuesta de actividades docentes La elaboración de las actividades docentes tomó en cuenta como premisa fundamental las características socioeducativas de los estudiantes y los resultados arrojados en el estudio diagnóstico. En tal medida, se le concede especial papel a la dimensión sociocultural del enfoque cognitivo, comunicativo y sociocultural (ECCS) en la enseñanza de la lengua y la literatura, expuesto por la Dra. Roméu, puesto que las actividades se elaboran en función de desarrollar tanto la producción oral como escrita en los estudiantes, adecuándolas a los contextos comunicativos en que se desenvuelven los mismos. En ese sentido, las acciones a ejecutar por el docente tendrán en cuenta los siguientes indicadores de la dimensión sociocultural del ECCS:Para la elaboración de las actividades docentes se tuvieron en cuenta los siguientes aspectos:Objetivos generales.Los planes temáticos.Distribución de los contenidos relacionados con la construcción de textos expositivos.En su concepción filosófica las actividades docentes se han elaborado a partir del materialismo dialéctico, teniendo en cuenta los cambios que se producen en el quehacer pedagógico tanto en la esfera nacional como internacional.En lo gnoseológico tiene su basamento en la teoría leninista del conocimiento, ya que utiliza la práctica como punto de partida del conocimiento, proyectada en las diferentes etapas que esta abarca. Desde lo metodológico se fundamenta en el método materialista – dialéctico para explicar los fenómenos de la naturaleza, a la sociedad y el pensamiento, considerando la educación del hombre como ente creador.En lo ideológico se asume la ideología marxista- leninista en total correspondencia con la nuestra y en especial con las demandas de la pedagogía cubana, la cual reconoce el carácter transformador de la práctica educativa y prioriza la formación del hombre como individuo y como ser social, lo que le imprime un carácter humanista. Estos argumentos constituyen las bases que permitieron la concepción de esta alternativa.Desde lo psicológico, la autora asume el enfoque Histórico - Cultural de Vigotsky y sus seguidores, al abordar la didáctica de la escritura en el proceso de la construcción textual traducido en el actual enfoque cognitivo, comunicativo y sociocultural que brinda la posibilidad de desarrollar la construcción de textos escritos a partir de diferentes estilos.Desde lo sociológico, el trabajo colectivo, manifestado en diferentes formas del proceso de enseñanza – aprendizaje. Tiene su esencia en la actividad- comunicación, lo que favorece la producción de ideas, promueve un proceso de socialización en el que se enriquecen las relaciones interpersonales, lo cual el docente debe aprovechar.Lo lingüístico se relaciona con la pertinencia de las estructuras lingüísticas en dependencia de la intención comunicativa del emisor y lo que este quiere significar en un contexto dado, que e reconstruido por la atribución de significados al teto. Las actividades diseñadas, obedecen a estos fundamentos, pues promueve técnicas participativas, favorece el trabajo en equipos, contribuye a mejorar la calidad en la construcción de textos escritos, conduce metodológicamente al profesor para interactuar con la construcción de textos científicos y permite una mirada hacia la enseñanza de este contenido teniendo en cuenta el enfoque cognitivo, comunicativo y sociocultural.Se basa en la concepción del texto como una estructura en la que el autor organiza las ideas y tiene en cuenta algunas clases léxico- sintáctica de palabras.Lo pedagógico se centra en los fundamentos pedagógicos y didácticos; se tiene en cuenta el conjunto de métodos y procedimientos que rigen el proceso de enseñanza - aprendizaje, así como la relación que se establece entre los componentes personológicos del proceso, donde se promueve el protagonismo estudiantil desde la actividad del aprendizaje que le demuestra al profesor cómo implementar la alternativa.Se sustenta en las leyes de la pedagogía. La integralidad del proceso de enseñanza- aprendizaje está centrada en dar respuestas a las exigencias sociales; y en el aprendizaje de los conocimientos, el desarrollo intelectual, convicciones, en tanto la caracterización de este proceso requiere de concepciones psicológicas y pedagógicas que posibiliten el crecimiento personal del docente, estas exigencias son:Diagnóstico de preparación del docente.Iniciativas del profesor para que los estudiantes produzcan textos escritos desde el enfoque cognitivo, comunicativo y sociocultural, parte de los saberes previos e imprescindibles que no posee.El desarrollo de un aprendizaje contextualizado, y tener en cuenta los contextos reales y situaciones concretas, para lo cual el profesor debe conocer las necesidades, problemas e intereses del estudiante.La utilización de los componentes del aprendizaje significativo, a partir de la activación de los conocimientos previos.Organización y dirección del proceso no solamente del resultado.El referente esencial para la comprensión y estructuración de este proceso, significa que hay que proyectar, modelar, ejecutar, dar seguimiento y evaluar adecuadamente las relaciones entre los componentes del proceso de enseñanza- aprendizaje de loa construcción de textos expositivos.Propuesta de actividades docentesActividad No. 12.- Tema: “Expongo las razones”.Objetivo: Completar ideas a partir de la puesta en práctica de la exposición para el logro de la competencia comunicativa de los estudiantes.Método: Conversación heurística.Procedimientos: Sistema de preguntas y respuestas trabajo independiente.Se orientará crear una situación comunicativa ocurrida en el momento y relacionada con un tema de su interés; pero en ella debe predominar una problemática, la cual se ha de resolver exponiendo las razones. Para esto se dividirá el aula en dos equipos, uno primero expondrá el tema confeccionado; el otro evaluará el ejercicio de manera general a través de los siguientes indicadores que luego se citarán.l.- Presentación o introducción.2.- Exposición de la tesis: debe subrayar cuántas premisas sustenten el tema alrededor de la idea esencial a señalar en la construcción del texto.3.- Desarrollo general de la construcción textual expositiva.4.- Conclusión: debe ser sugerente. Se sumarán además los indicadores para evaluar la redacción: ajuste al tema, calidad en las ideas, estructuración formal y presentación. Desde pequeño me sentía seguro para articular las palabras. Logré entretejerlas______________________, ________________, __________________, y utilizarlas de manera conciente. A medida que había madurado______________________________________________________. Hoy me siento mucho más capaz, _____________, ______________, ___________________,______________ por todo lo dicho, considero comunicarme bien, pero debo continuar esforzándome.Evaluación y control:Según la participación de los estudiantes.Conclusiones: Por parte del profesor.Actividad No. 24.- Tema: “¡Sé exponer!”.Objetivo: Construir un texto expositivo a partir de vivencias personales lo que contribuirá al desarrollando habilidades en la expresión oral y escrita de los estudiantes. El profesor indicará una situación problemática intencional, ocurrida entre dos personas donde cada una argumentará el hecho. Estas personas ocupan un oficio “ser abogado”, y deberán solucionar a través de consejos, la vida de un gran amigo de ambos.El amigo trata de agredir a la madre por causas del alcohol.Para exponer el hecho debe tener en cuenta:1.- Tener como soporte a alguien, con sus cualidades, actos y juicios.2.- Si logra realizar el objetivo de la comunicación.3.- Si relaciona la causa-efecto. En la construcción del texto, ambos ponentes deben presentar sus trabajos con la indicación del profesor antes mencionado. Se deben ajustar a la situación tal y como se plantea. El ganador será el que solucione el problema del amigo en verdad, persuadiendo sobre el tema.Al final se resaltaran los aciertos y se exhortará la mejoría del estudiantes. Evaluación y control:Según el desempeño alcanzado por cada estudiante en el desarrollo de la actividad.Conclusiones:Por parte del docente.Actividad No 3Tema: Expongo con capacidad.Objetivo: Redactar textos expositivos a partir de una introducción lo que contribuirá a un mejor desempeño comunicativo de los estudiantes. Método: Trabajo independiente Procedimientos: Observación, lectura, análisis Actividad: El profesor les ofrecerá diferentes párrafos introductorios para que los alumnos los continúen con uno de desarrollo y uno de conclusión utilizando la habilidad de argumentar. Párrafos introductorios: 1-El agua es un elemento natural imprescindible para la existencia de todas las formas de vida. Es probable el único recurso natural que se relaciona con todos los aspectos de la civilización humana, la agricultura, el desarrollo industrial y con la asignación de valores culturales y religiosos.2-Lo que diferencia un buen libro de uno cualquiera, es que el autor ha puesto en juego con riesgo y con verdad situaciones que pueden o no ser reales, pero que tienen que ver con su modo de enfrentar el mundo, con su manera de ver y sentir.Párrafo1- Además para los pueblos del mundo es necesario el aprovechamiento del agua, sin embargo los seres humanos han contribuido a la contaminación de los mares y ríos sin darse cuenta del daño que le hacen al medio ambiente. Por eso le damos un mensaje al mundo entero para que cuiden ese recurso tan necesario para todos, no tiremos desechos tóxicos a nuestras aguas para que así todos tengamos un poco de ella.En todos ellos hay poesía y expresiones que pueden ser tristes, alegres, con un carácter científico e interesante. Ellos nos brindan una serie de saberes que nos llenan el alma y la mente de conocimientos. Los libros y además un buen libro es como un amigo que se lleva incondicionalmente en el corazón de cada lector, cuidémoslo, para que así ellos sigan legando a cada persona que lo ese con buenas intenciones.Evaluación y control:Según la participación de los estudiantes.Conclusiones: Por parte del profesor.Actividad No 4 Tema: Expongo ideas comunicativas y confiables.Objetivo: Exponer ideas a través de ampliaciones de frases lo que proporcionará el desarrollo de habilidades en esta forma de expresión comunicativa. Método: Productivos: conversación heurística Procedimientos: Trabajo independiente, sistema de preguntas y respuestas. Actividad:Se les ofrecerá a los alumnos varias frases para que interpreten y luego van a exponer sus ideas al respecto a través de un párrafo, para ello se te ofrecerán algunas interrogantes que te ayudarán ha hacerlo:Frase 1- “Ser culto es el único modo de ser libre “ José Martí.1- ¿Qué significa ser culto?2- ¿Por qué constituye el único modo de ser libre?3-¿Cuál es la diferencia entre una persona culta y otra inculta? Compare.4-¿Para qué nos sirve en la vida tener cultura?5-¿Dónde reflejamos nuestra cultura?Frase 2- “Sabe más quien lee más”. José Martí 1-¿Qué significa saber?2-¿Por qué el que lee más sabe más?3-¿Para qué nos sirve la lectura?Evaluación y control:Según la participación de los estudiantes.Conclusiones: Por parte del profesor.Actividad # 5Título: Ordena y construye correctamente.Objetivo: Ordenar los siguientes enunciados comunicativos para una correcta construcción de textosInstrumentación:El docente llevará los enunciados en tarjetas.Luego mandará a un estudiante para que los lea.Posteriormente se debe reflexionar en cuanto a la ordenación de los enunciados, pues no se trata de eliminar ningún vocablo.Se procederá al análisis de la actividad mediante lo siguiente:1.- Ordena cada enunciado para que trasmita el mensaje correcto.Calcetines para caballeros de lana.Medias para señoras de cristal.Ventilador de bolsillo eléctrico.Me voy a lavar.Se lo agradezco un montón. 2- Construye luego tu texto utilizando las siguientes fórmulas en la redacción:Sujeto + Predicado nominalSujeto + Predicado verbal -cuyo núcleo ideal es tener.Evaluación y control:Según la participación de los estudiantes.Conclusiones: Por parte del profesor.ConclusionesEl proceso de enseñanza – aprendizaje de la construcción de textos 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 estudiante en estrecha relación con los agentes socializadores.Se elaboran actividades docentes con un marcado carácter desarrollador; incluye además niveles de ayuda para operar con el estudiante en las etapas que así se indican.Referencias BibliográficasAddine, F. (2002). Principios para la dirección del proceso pedagógico en Compendio de Pedagogía. La Habana: Pueblo y Educación.Albertos, J.L. (1989). Los estilos. La Habana: Pablo de la Torriente Brau.Ausubel, D. J. (1983). Psicología educativa: un punto de vista cognoscitivo. México: Trillas Báez García, M. (1987). Hacia una comunicación más eficaz. La Habana: Pueblo y Educación.Báez, M. y M. Porro. (1987). Práctica del Idioma español l. La Habana: Pueblo y Educación.Beaugrande, R. (2000). La saga del análisis del discurso como estructura y proceso. En Estudios sobre el discurso, comp. T. Van Dijk. Barcelona: Gedisa. Bernández, E. (1987). Lingüística del Texto. Madrid: Arco / Libros, S. A.García Alzola, E. (1972). Lengua y Literatura. La Habana: Pueblo y EducaciónGonzález, O. (2003). El enfoque histórico-cultural como fundamento de una concepción pedagógica, en Tendencias pedagógicas contemporáneas, Universidad de La Habana.Ojalvo, V. (1999). ¿Cómo hacer más efectiva la comunicación? En Comunicación educativa. CEPES, Universidad de La Habana.Ojalvo, V. (2000). Comunicación educativa. CEPES, Universidad de La Habana.Roméu Escobar, A (1987). Metodología de la enseñanza del español. La Habana: Pueblo y Educación.Vargas Guerra, Y. (2010).Concepción didáctica de la integración de los componentes funcionales en el proceso de enseñanza-aprendizaje de la asignatura Lengua Española en el tercer grado de la escuela primaria. (Tesis de doctorado).Universidad de Guantánamo.Vygotsky, S. L. (1987). Historia del desarrollo de las funciones psíquicas superiores. La Habana: Editorial Científico Técnica. Vygotsky, S. L. (1988). Interacción entre enseñanza y desarrollo. En Selección de lecturas de Psicología Pedagógica y de las Edades. [Tomo III]. La Habana. Vol.1, No.2 , julio-diciembre, año 2016 PAGE \* MERGEFORMAT 72Vol.1, No.2 , julio-diciembre, año 2016 PAGE \* MERGEFORMAT 57José Andris Martínez, Yasser-Vargas, Alina Cantillo Actividades docentes para la construcción de textos… Ciencia y ProgresoPublicada en línea: 01 de julio 2016. 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