The of the analysis of text in the teaching process since a cognitive, scommunicative and socio–cultural approach

Abstract

The universities of pedagogical sciences have the indispensable responsibility of contributing to the training of the future teachers with professional abilities for the future professional performance. The insufficiencies that are manifested in the preparation of the teachers under formation to mange the pedagogical process in the primary school limit their professional performance in correspondence with the goal of the educative model of the school, what is identified as the scientific problem of the investigation, and motivates the elaboration of a didactic strategy supported in the conception of the same nature for the formation of the professional pedagogical ability   of textual analysis since the pedagogical staff of the year. For accomplishing the objective the theoretical contribution of the investigation is model of formation of professional pedagogical: abilities of textual analysis, in the future professionals, embodied of: concepts, characterization, links, components relationships that foundate it and, as practical contribution a strategy for the application by the teachers ´staff of the year as well as, its instrumentation throughout a discipline of the the plan os study. The viability and pertinence of the contribution are corroborated throughout specialist’s ´criteria and the partial practice implementation.