La voz y dicción. Importancia para el educadorVoice and phonation. Their importance for the educatorTeresa de J. Lahens -Torres; Elizabeth Sotolongo-Rodríguez; Dariannis la Rosa-EspinosaUniversidad de Guantánamo. CubaCorreo(s) electrónico(s): teresadejesus@cug.co.cuelizabethsr@cug.co.cudariannis@cug.co.cuRecibido: 2 de abril de 2016 Aceptado: 7 de junio de 2016Resumen El trabajo está relacionado con la importancia que tiene para el educador el uso adecuado de su órgano vocal. La valoración de la profilaxis de la voz constituye una herramienta para que el docente pueda protegerla y ser transmisores directos en su empeño educativo de buenos hábitos en el acto de hablar. El abuso de la voz y el no cumplimiento de las medidas profilácticas para su conservación, posibilitan que el maestro sea más propenso a padecer de disfonías profesionales, se proponen algunas medidas para hacer un uso más racional y efectivo de la voz por parte de los educadores. Palabras clave: Órgano vocal; Voz; Dicción; Disfonías profesionales AbstractThis paper is related to the importance of the proper use of vocal organs by educators. The evaluation of voice prophylaxis is a tool, so the teacher must protect it and be direct transmitters in their educational commitment to training good habits for speaking. The abuse of voice and non-compliance with prophylactic measures, make the teacher more likely to suffer from professional dysphonic symptoms. The paper recommends measures to make a more rational and effective use of the voice by educators.Keywords: Vocal organ; Voice; Phonation; Professional dysphonic symptomsIntroducciónLa voz y la dicción son facultades indispensables para la tarea del educador al transmitir losConocimientos a sus educandos y lograr determinados efectos en la comprensión del mensaje educativo. Son los instrumentos de trabajo del que ha de servirse en su utilización cotidiana para el desarrollo de las funciones y por ello el maestro es considerado un profesional de la voz. El educador ha de tener una dicción clara y una articulación precisa con entonaciones e inflexiones de su voz que maticen el contenido de la expresión para establecer una adecuada comunicación con los educandos, la familia y la comunidad. Constituye el modelo a imitar por el alumno especialmente en la enseñanza infantil, donde su dicción es imprescindible como patrón para el alumno en la enseñanza y aprendizaje, especialmente de la Lecto escritura. Además, requiere de un uso correcto de la voz cantada y del control en la variabilidad de los tonos ya que en grados inferiores hay predominio de la narración de cuentos y aprendizajes de canciones que se deben realizar con la entonación adecuada.En el presente trabajo se pretende ratificar la importancia para el educador de un adecuado uso de su órgano vocal para prevenir posibles afectaciones en ellos y en sus alumnos, mientras contribuye a preparar a las autoras para su desempeño profesional.DesarrolloEl maestro se expone frecuentemente a un mal uso y abuso de la voz, pues habla durante mucho tiempo, fuerte o demasiado rápido, utilizando un tono inadecuado o una respiración incorrecta. Habitualmente, no hace un adecuado uso de recursos docentes que le permitan economizar su voz y disminuir el esfuerzo vocal, no descansa la voz en los recesos y usa la voz como control disciplinario, todo lo cual determina un maltrato a su órgano vocal. A esto puede añadirse condiciones inadecuadas en las que imparte la docencia tales como, el tamaño del aula, acústica desfavorable a la resonancia del sonido (por ejemplo los profesores de educación física que deben trabajar en espacios abiertos), ruidos externos y otros factores como la ventilación y la iluminación del aula que pueden favorecer la indisciplina de los alumnos por irritación psíquica o distracción lo cual contribuye al stress que favorece el abuso vocal. El abuso y mal uso de la voz y generalmente el no cumplimiento de las medidas profilácticas para su conservación, posibilita que el maestro sea más propenso a padecer de disfonías profesionales (alteración de las cualidades vocales especialmente del timbre debido a un mal uso y abuso de la voz a causa de su profesión). En la actualidad, esta afectación constituye uno de los problemas de salud más frecuente en los docentes por acompañarse de una elevada frecuencia de daño laríngeo.Las disfonías en el docente tienen repercusiones desfavorables a diferentes niveles. El maestro al no poder cumplir a cabalidad su labor puede afectarse psicológicamente su comunicación emocional, lo cual repercute en su calidad de vida y en su equilibrio bio-psico-social. Es preciso tener en cuenta que tanto el habla como la voz están íntimamente relacionadas con la psiquis del individuo ya que a través de las palabras se expresan las ideas y los sentimientos y mediante la voz, la afectividad y las emociones que permiten reflejar la individualidad fisiológica y psicológica del individuo. Cualquier afectación en estas esferas puede incrementar también su trastorno en la voz e impedir el cumplimiento del trabajo profesional. Un maestro con mala pronunciación o una voz disfónica puede ser rechazado psicológicamente por el alumno o también este último adoptar este patrón confrontando otras dificultades escolares. Una parte importante de las disfunciones vocales infantiles tiene su origen en la imitación del modelo vocal de su maestro.Todo ello puede influir en el rendimiento escolar del alumno como respuesta a dificultades en el contacto psicológico maestro-alumno. Los problemas de la voz que ocasionan incapacidad laboral temporal o definitiva pueden desestabilizar el proceso docente educativo debido a que estas ausencias condicionan un exceso de trabajo para otros docentes, así como dificultades en la enseñanza continua del alumno. Por otra parte, repercute desfavorablemente en la economía del país, si tenemos en cuenta el alto costo que representa la formación de un docente y que tenga que abandonar su carrera antes o pasado poco tiempo de su egreso; así como también, el pago que por seguridad social ocasionan los certificados y peritajes médicos por esta enfermedad profesional. La voz y dicción. Su necesidad en la formación y práctica del educadorEl maestro acostumbra a ejercer su profesión sin la adecuada preparación foniátrica. No toma conciencia del importante papel que desempeña su voz hasta que ve mermadas sus posibilidades vocales, por lo que acude tardíamente a un especialista que busque la solución mediante un tratamiento médico acompañado de una rehabilitación foniátrica. Su seguimiento es muy irregular, debido a que la importancia de su labor requiere de su uso vocal y presencia continua en las aulas, por lo que una vez mejorada la afectación abandona el tratamiento lo que impide una rehabilitación foniátrica completa incluyendo la educación vocal, haciéndose más difícil modificar conductas erróneas, formar nuevos hábitos o restaurar el funcionamiento normal vocal a corto plazo. Hemos podido constatar que su rendimiento vocal se ha visto comprometido en algún momento de su carrera profesional, pues confiando en sus capacidades naturales abusan de su órgano vocal y no todos pueden desempeñar su profesión por largo tiempo, ya que hay laringes más resistentes y otras más vulnerables ante el mal uso vocal.El desconocimiento de la educación vocal para enfrentar las exigencias de la profesión ha resultado el factor más notable en profesores con trastornos vocales. Se ha señalado la necesidad de un examen logo foniátrico previo al inicio de la carrera pedagógica, con el fin de detectar afecciones que puedan ser atendidas tempranamente o que determinen la imposibilidad de ejercer la profesión, así como también la valoración de la educación vocal desde su formación profesional ya que, el cómo utilizar la voz como instrumento de trabajo requiere un aprendizaje y el mismo debe realizarse en la propia formación donde aún los malos hábitos no se han automatizado, teniendo como premisa la información e interiorización de cómo cuidar su instrumento. La educación vocal constituye el mejor modo de prevención de las afecciones del habla y la voz en el pedagogo. Generalmente se han dado recomendaciones para conservar una voz sana a través de manuales y guías de higiene de la voz, pero no ha resultado suficiente para evitar la patología vocal, ya que educar, no es solo conocer la higiene vocal, sino también aprender a utilizar la voz y aplicar la higiene vocal.De ahí que se define la educación vocal como el aprendizaje de conocimientos básicos anátomofuncionales de órganos y sistemas que intervienen en la producción del habla y la voz y de una serie de ejercicios prácticos que permitan apropiarse de una técnica vocal para una emisión verbo vocal adecuada acompañada de una valoración sistemática de la profilaxis vocal.Para lograr el dominio de una técnica verbo vocal correcta es necesarioQue se conozcan las bases anátomofisiológicas de su aparato fono articulatorio (qué estructuras lo componen, cómo funcionan los mecanismos para adaptar la respiración a la emisión vocal y a las cavidades de resonancia, las diferentes hiperfunciones que puedan presentarse en cualquiera de las estructuras que participan en dicha emisión vocal), ya que las realizaciones específicas de la voz y el habla dependen del estado y funcionamiento de los órganos vocales, así como de la respiración, fonación, resonancia, articulación, control de la audición, el sistema osteomioarticular y de su coordinación por parte del sistema nervioso y endocrino. El aprendizaje de una serie de ejercicios cuyo objetivo es la obtención del mayor rendimiento de las cualidades sonoras de que se dispone, busca los elementos idóneos en la producción del habla y la voz que debe llevar a identificar nuevos hábitos para la adquisición de una técnica vocal óptima acorde a sus condiciones individuales y evitar entre otras cosas, el cansancio vocal.La interiorización de las medidas profilácticas para la conservación de la voz (medidas que sirven para mantener la voz sana y aumentar su rendimiento ayudando a evitar afectaciones de la misma).La postura. Su importancia en la emisión verbo vocalLa voz es una energía sonora que debe proyectarse y como tal necesita una base de apoyo, que es el cuerpo. Todo el cuerpo participa directa o indirectamente en el acto fonatorio. Su estado y su postura condicionan el resultado vocal. Se ha señalado que la contracción del músculo esternocleidomastoideo y los músculos gen hioideos son importantes indicadores de discapacidad de la voz. La combinación de contracción del músculo gen hioideo, la posición alta del hueso hioides, la hipertonicidad del músculo cric tiroideo y la posición adelantada de la cabeza son el indicador más importante para la peor calidad de voz. Estos resultados afirman la importancia de la tensión muscular y la postura del cuerpo en los trastornos de la voz.Las manifestaciones más comunes que pueden darse en la postura son: caída de los hombros, elevamiento de uno de los dos hombros (puede acompañarse de apoyos errados en la columna vertebral y crear disfunciones), vientres caídos (lordosis lumbares exageradas que son manifestaciones de posturas viciosas) y tensión exagerada en las mandíbulas (provoca desviaciones dentarias, articulares y muscular ocasionando dolor). Todo ello genera posturas inadecuadas para la emisión de la voz. Los hábitos nocivos de comportamiento postural pueden ser muy antiguos en la vida del individuo y pertenecen al ámbito de sus conductas inconscientes. El aprendizaje vocal debe, necesariamente, pasar por un período de concientización del propio cuerpo para llegar a crear hábitos inconscientes apropiados a la tarea vocal profesional. La conciencia de la actitud en el acto verbal y la debida corrección de los puntos de apoyo permiten desbloquear las zonas contraídas. La posición corporal correcta cumple las siguientes condiciones:Pies ligeramente separados y el peso del cuerpo distribuido por igual entre ambos. Alargar la columna vertebral de la cintura hacia arriba.Hombros relajados.Elevar la cabeza, pero sólo alargando la nuca.No elevar la barbilla.La cabeza debe apoyarse sobre la columna.Relajar todos los músculos especialmente los de los brazos, manos y dedos.Relajar la mandíbula (sensación que cuelga de las orejas).Los dientes separados.Labios que contactan suavemente.Mantener una posición para hablar confortable, erguida y simétrica sin tensiones usando técnicas que reduzcan al máximo la tensión muscular, proporciona una adecuada proyección de la voz.La ejercitación para percibir un esquema corporal sin bloqueos y adquirir posturas correctas está basada en movimientos activos como se describen a continuación:Movimientos activosCuello. Llevar el mentón de un hombro a otro, movimiento pendular de la cabeza previa inclinación del mentón sobre el pecho, llevar la cabeza hacia atrás y abajo sobre el pecho.Hombros. Elevar y bajar los hombros, elevación de los hombros moviendo la cabeza a ambos lados y bajarlos.Tórax. Llevar los hombros hacia adelante inspirando y retornarlos a la posición inicial.Tobillo y pie. Rotar el pie sobre el tobillo a ambos lados.Cara.Frente: Fruncir ceño, levantar las cejas y alternar ambos movimientos. Ojos: Cerrarlos suave y abrirlos ampliamente. Fijar la vista unos instantes en varios puntos del campo visual sin mover la cabeza. Labios: Extenso proyección bilabial sonora. Disponer los labios en forma de U exagerada proyectándose lo más posible hacia delante y cambiar la posición articulatoria exagerada a la A abriendo al máximo la boca, regresar a la posición exagerada de U, ir a la posición de sonrisa forzada separando lo más posible las comisuras labiales para pronunciar la I, regresar a la U ir a la posición exagerada de la O. Siempre irán acompañadas de los sonidos vocales correspondientes: UUUI—UUUA—UUUO.Faringe: Bostezo amplio y suave, después dejando escapar un sonido cuchicheado en el bostezo y luego un sonido cualquiera.Profilaxis para la conservación de la vozHacer un examen especializado a toda persona que desee ingresar en una carrera profesional que requiera la utilización de la voz con el fin de valorarse el estado anatomofisiológico del aparato fono articulatorio y su rendimiento orgánico, así como instituir tratamiento precozmente y evitar que la afección se agrave, en caso de existir algún trastorno verbo vocal.Chequear sistemáticamente por el foniatra a los profesionales de la voz con el fin de mantener la salud de su aparato fonador.Evitar los factores “auto agresivos”, es decir, los producidos por el mismo individuo, tales como hablar mucho, fuerte o rápido, no descansar después de hablar mucho, hablar en ambientes ruidosos o al aire libre, no hacer las pausas debidas entre las frases, no tomar suficiente aire al empezar una frase y por tanto tiene que forzar la voz para poder llegar al final de la frase.Adecuar el ambiente acústico del lugar donde se realicen las exposiciones orales para minimizar los esfuerzos vocales.Erradicar los hábitos tóxicos de cigarro y alcohol como irritantes que a mediano o largo plazo disminuyen el rendimiento vocal.Evitar ambientes contaminados por presencia de polvo, humo, cambios de temperaturas o condiciones atmosféricas desfavorables.No utilizar profesionalmente la voz durante procesos inflamatorios del aparato fonador.Eliminar el hábito de toser y aclarar excesivamente la garganta.Utilizar una respiración dosificada y articulación correcta, así como un manejo adecuado de la colocación, proyección, intensidad, entonación y velocidad en la emisión verbo vocal, no descuidando el concepto de unidad funcional de los órganos que intervienen en el proceso de fonación.Controlar las enfermedades de base como reflujo gástrico, procesos alérgicos respiratorios, otorrinolaringológicos y estomatológicos que guarden relación con la disfonía.El descanso físico-mental, sueño, alimentación balanceada con necesidades energético-vitamínicas y una buena hidratación son factores a tener en cuenta dada las relaciones existentes entre el individuo y el medio ambiente.¿Qué recomendaciones hacemos para la conservación de la voz del docente y el alumno?No utilizar la voz como instrumento controlador de la disciplina, pues esta voz cargada de cólera e imposición va perdiendo las cualidades rítmicas y melódicas y se convierte en una voz chillona, desagradable e inflexiva, guarde silencio unos minutos para retomar su atención. Puede también hacer uso de algún instrumento que condicione al alumno a guardar silencio.Economizar la voz en el aula, dándole los períodos de reposo que se necesite e intercalando algún ejercicio escrito, haciendo uso adecuado de otros medios de enseñanza o una actividad en la que sus alumnos tengan mayor participación.Utilizar la técnica vocal correcta cuando la exposición sea muy larga o haga dictados, cuidando de las pausas para descansar su voz. Cuide de una dicción correcta y de la apertura bucal que servirá de modelo para sus alumnos y dará mayor reposo a sus cuerdas vocales.No hablar mientras escriba o borre la pizarra ya que además de lo dañino del polvo a sus vías respiratorias, la proyección de su voz no la hace hacia los alumnos.Los ruidos externos interfieran en su exposición, no hacer esfuerzos para hacer oír su voz; si el ruido es pasajero espere a que desaparezca y si es permanente cambie a una actividad donde no tenga que utilizar la voz.Durante los períodos agudos de infecciones respiratorias trate de guardar reposo de voz y de presentarlo sus alumnos no exija realizaciones vocales. No realizar exigencias por encima de posibilidades vocales en cuanto a tesitura de sus alumnos o del docente en actividades de utilización de la voz. Seleccione el tipo de canción de acuerdo a la edad y posibilidades vocales del alumno.Tenga siempre presente la etapa de muda de la voz y las alteraciones del tono y timbre de la voz en sus alumnos para limitarle las realizaciones vocales de canto y abusos vocales.El conocimiento y aplicación de estas medidas preventivas ayudaran al maestro a conservar una buena voz en medio de una conversación de un grupo, con timbre agradable y que no se fatigue después de una hora de hablar. Además permitirán irradiar este conocimiento al alumnado ayudando a prevenir las disfonías infantiles.ConclusionesLa voz y la dicción son considerados instrumentos de trabajo del maestro y pueden afectarse por las exigencias del cumplimiento de su profesión en condiciones desfavorables donde se pone de manifiesto el abuso y mal uso vocal. Se desarrolla un programa de voz y dicción que le aporta al maestro conocimientos acerca de la construcción y funcionamiento del aparato fonador y técnicas verbo vocales para el adecuado manejo de la voz y la dicción. La valoración de la profilaxis de la voz constituye una herramienta para que el docente pueda proteger el instrumento verbo vocal, así como también sean transmisores directos en su empeño educativo de los buenos hábitos del acto de hablar y de la prevención de las disfonías en sus alumnos.Referencias BibliográficasBustos, I. (1995). Tratamiento de los problemas de la voz. Nuevos enfoques. España: Ciencia de la Educación preescolar y especial. Neumann L., V. (1982). Anatomía, fisiología y patología de los órganos de la audición y del lenguaje. La Habana: Pueblo y Educación.Pazo, T. (2013). Anatomía y fisiología relacionada con el lenguaje, el habla y la voz. La Habana: Pueblo y Educación.Pazo, T. y Rojas, A. (2005). El arte de educar el habla y la voz. La Habana: Adagio. Seidner, W. (1982). La voz del cantante. Berlín: Henschel. Vol.1, No.2, julio-diciembre, año 2016 PAGE \* MERGEFORMAT 96Vol.1, No.2, pp. , julio-diciembre, año 2016PAGE Teresa Lahens, Elizabeth Sotolongo, Dariannis la Rosa La voz y dicción. Importancia para el educador…Vol.1, No.2, julio-diciembre, año 2016 PAGE \* MERGEFORMAT 88Teresa Lahens, Elizabeth Sotolongo, Dariannis la Rosa La voz y dicción. Importancia para el educador…Ciencia y ProgresoPublicada en línea: 01 de julio 2016. 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FAAAAAAAAAAQAAAAFAAAAA==CURSO: FUNDAMENTOS TEÓRICO Y METODOLÓGICOS DE LA VOZ Y DICCIÓN PARA PROFESIONALES DE LA EDUCACIÓNWilliam Vargas CabreraFamily22019-11-14T00:51:00Z2019-11-14T00:52:00Z2019-11-14T00:52:00Z19306316847Microsoft Office Word014039falseTítulo1CURSO: FUNDAMENTOS TEÓRICO Y METODOLÓGICOS DE LA VOZ Y DICCIÓN PARA PROFESIONALES DE LA EDUCACIÓN CASAfalse19871false3407954305mailto:dariannis@cug.co.cu7667736005mailto:teresadejesus@.co.cu%20o.cufalse15.0000