Interpretation of Iconic Texts Supported by the Theory of Umberto Eco and Peter McLaren

  • José Gabriel Goyeneche Cordero Institución Educativa “Juana Berbesí” sede “La Platanala”; Universidad de Pamplona

Resumen

The purpose of the article presented here is to expose and relate the importance and implications of Umberto Eco's semiotic theory on the one hand, and on the other, the active role of the student as proposed by Peter McLaren. It is derived from the research that is being carried out with a view to strengthening the level of interpretive reading of iconic texts, in fifth grade students of the Rural School Center "Juana Berbesí" headquarters "La Platanala", in the municipality of Durania department of Norte de Santander. Methodologically it corresponds to a descriptive review of the theories and concepts proposed by the aforementioned authors, to highlight their applicability and usefulness in the teaching of the comprehensive reading of iconic texts, which is of interest in the educational field and leads to the conclusion that the behavior of these theories is relevant when applied in the classroom,  given their contributions to the change in the teaching processes of reading comprehension and the granting of the leading role of the student. Review that was derived from the analysis of the existing problem in the classroom in relation to the gaps present in the didactics of the understanding and interpretation of iconic texts, which is reflected in the limitations that students present to interpret and understand images, action that leads to decipher the message or the communicative intention that is in these. Limiting also for the development of oral or written expression skills, as well as other possibilities with which their imagination and creativity are stimulated. Based on the analysis of the theoretical proposals of the authors in question, the direction of alternatives and pedagogical strategies that contribute to strengthening the reading comprehension of students of primary basic education is achieved.

Descargas

La descarga de datos todavía no está disponible.

Biografía del autor/a

José Gabriel Goyeneche Cordero, Institución Educativa “Juana Berbesí” sede “La Platanala”; Universidad de Pamplona

Licenciado en Lengua Castellana y Humanidades. Docente de la Institución Educativa “Juana Berbesí” sede “La Platanala”, Durania, Norte de Santander, Colombia. Candidato a Magíster en Educación, Universidad de Pamplona

Referencias

Alvarado A., R. (2017). Semiotics I. Libro docente. Universidad de Cuenca, Ed. Objetos Singulares, Cuenca Ecuador. https://dspace.ucuenca.edu.ec/bitstream/123456789/27674/3/3_Prototipo_Semi%C3%B3tica_I.pdf

Arias G., D. (2013). Language and school in critical pedagogy. Actualidades Pedagógicas, (61), 97-111. doi: https://doi.org/10.19052/ap.2333

Avila L., C. (2018) “Discourse analysis for the understanding and interpretation of irony in iconic texts: a reading of Osuna’s political cartoon from the didactic sequence”. University of Santo Tomas, Bogota, Colombia. https://repository.usta.edu.co/bitstream/handle/11634/15244/2018catherineavila.pdf?sequence=1&isAllowed=y

Contartese, D. (2012). Presentation of McLaren’s Work. Socialism and current challenges. Ediciones Herramienta, Buenos Aires, Argentina.

Correa G., J. (2016). Semiótica. Ed. Red Tercer Milenio. Tlalnepantla, C.P., Estado de México. http://www.aliat.org.mx/BibliotecasDigitales/comunicacion/Semiotica.pdf

Eco, U, (1973). Signo. Translated by Francisco Serra Cantarell Editorial Labor, Barcelona, 1988 Second edition, Colombia, 1994.

Eco, U. (1973). Social life as a system of signs. In: Introducción al estructuralismo. Alianza Editorial, Madrid Spain.

Eco, U. (1997). Treatise on general semiotics. Ed. Lumen Barcelona, Spain.

Farfán C., F. (2017). El método icono-verbal en el desarrollo de la comunicación oral en niños y niñas de la I.E.I. Katherine Navarrete Kalinoswki del centro poblado de Tambillo. Cusco, Peru. http://repositorio.unap.edu.pe/handle/UNAP/9818

González G., J. (2012). Intertextuality and development of communicative and narrative competencies. Revista Iberoamericana de Educación / Iberoamerican Journal of Education ISSN: 1681-5653 n.º 60/3 - 15/11/12

Holguín A., J. (2017). Iconic method in inferential reading skills in eight- and nine-year-old schoolchildren from a state educational institution of the Constitutional Province of Callao. Revista Científica de la Universidad César Vallejo, Perú. https://core.ac.uk/download/pdf/236064575.pdf.

National Results Report for Colombia - PISA (2018) Colombian Institute for the Evaluation of Education - ICFES.

McLaren, P. (1998). Revolutionary multiculturalism. Pedagogies of dissent for the new millennium. Siglo XXI Editores, Mexico City.

McLaren, P. (2012). Revolutionary critical pedagogy. Socialism and current challenges. Ediciones Herramienta, Buenos Aires, Argentina.

Ministry of Culture (2018). Leer es mi cuento. Plan nacional de lectura y escritura (PNLE). https://cerlalc.org/wpcontent/uploads/2018/09/33Plan_Lectura_Cultura_Colombia-2.pdf.

Organisation for Economic Co-operation and Development (OECD). (n.d.). The PISA program: What is it and what is it for? https://www.oecd.org/pisa/39730818.pdf.

Ricceur, P. (2006). Interpretation theory. Discourse and surplus of meaning. Siglo XXI Editores, Mexico D.F. https://bivir.uacj.mx/Reserva/Documentos/rva2006151.pdf

Sánchez B., G. (2009). The use of images in the e/le classroom for the development of oral and written expression. Xi’an International Studies University, China. Marcoele Supplements No. 8. Available at: https://marcoele.com/descargas/china/g.sanchez_imagenes.pdf

Tello L., A. (2016) The icono-verbal method in the development of creative oral communication in 5-year-old children: experience in educational centers of the initial level in the district of San Luis in Lima, Peru. Doctoral dissertation, Universidad Complutense de Madrid, Spain. https://eprints.ucm.es/id/eprint/40348/1/T38082.pdf

Valiente F., L. (2016) Reading images to read the world, iconic reading from a pedagogical strategy based on artistic expressions in the Corpohunza Kindergarten. Francisco José de Caldas District University. Bogotá, Colombia https://repository.udistrital.edu.co/handle/11349/3721

Multiculturalismo revolucionario. Pedagogies of dissent for the new millennium, Mexico, Siglo XXI, 1998.
Publicado
2022-03-29
Cómo citar
1.
Goyeneche Cordero J. Interpretation of Iconic Texts Supported by the Theory of Umberto Eco and Peter McLaren. Espiral, Revista de Docencia e Investigación [Internet]. 29mar.2022 [citado 5jun.2023];11(2):109-22. Available from: http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2816
Sección
ÍTACA: Artículos de Investigación e Innovación