The Spanish teaching learning process: its configurations in elementary education

Abstract

The present work offers some precisions in harmony with the new trends and the need to change the Spanish lesson as the main subject of the curriculum in the elementary school. The scientific methods used were: the documentary revision of written sources related to the topic, the analysis-synthesis, induction-deduction and the historical-logical one. The authors proposed configurations and dimensions, where the functional components of the language and the subject were manifested as expression of the lesson and not as parts of it. The integration was achieved from approaches conceived as connectors and where there will be a constant hierarchization of the understanding and the production of texts. It was verified the persistence of limitations in the conception, planning and direction of the Spanish teaching learning process, where every component was analyzed in an isolated way. From this, a proposal was elaborated with a didactical –methodological approach, which permitted a conception of integration and in harmony with the Spanish lesson.