Treatment of text typologies in the Language and Communication discipline of the bachelor's degree in Spanish Education-Literature

Abstract

Introduction: The emerging training of advanced Spanish teachers for secondary school began in 1964. Later, the Higher Pedagogical Institutes became specialized centers for initial teacher training throughout the country. Responsible for training educators prepared to meet the new personal and social needs of students, the program was characterized by a variety of curricula. Curriculum D began to be implemented in 2010. The conception of this new curriculum highlights the presence of the Language and Communication discipline, with two subjects of the same name, taught in both semesters of the first year. These subjects are preparatory, leveling, and introductory, and emphasize the study of texts in general terms. However, there are evident gaps in knowledge about the treatment of textual typologies, so the need to contribute with argued information about the historical evolution of the Bachelor's Degree in Spanish Education - Literature from the treatment of textual typologies in the discipline of Language and Communication is the objective of this article. Materials and methods: In its development, methods such as analysis-synthesis and induction-deduction are used, both employed in the study of the consulted bibliography, the theoretical systematization related to the investigated process. Results: The treatment of the different types of texts moves from a traditional and normative teaching conception, which took into account the use of reproductive methods and focused attention on the study of the classification of the most common texts, from a cognitive-communicative approach, with an emphasis on the study of communication through speech acts, and subsequently to a cognitive, communicative and sociocultural approach, which is specified in the discursive communication of reality, through the relationships between discourse-cognition-society, where the study of textual typologies focuses on new research; however, there are limitations regarding the incorporation of text types such as graphic humor. Discussion: A chronological study is carried out in two stages, the incorporation of the Language and Communication discipline and the treatment of the types of texts. Conclusions: The evolution of the program has gone through several curricula. The Language and Communication discipline is incorporated into Curriculum D. Although the skills to be acquired include recognizing different types of texts, taking into account their classifications, the treatment of text types is still insufficient.