Epistemological foundations for addressing grammatical structures in the texto

Abstract

The study of language is essential in the preparation of teachers because it implies its correct use, the ideal form of communication and interaction with the new person we are seeking to educate. The mother tongue, represents not only a means of communication but also the identity of each individual; therefore, it becomes a challenge for Spanish and Literature teachers: to provide students with the necessary knowledge and skills to address grammatical structures in the teaching-learning process of text analysis, enabling them to become efficient communicators capable of understanding, analyzing, and constructing diverse texts, according to the demands of the communicative situation in which they find themselves. This requires Spanish and Literature professionals to adequately address grammatical structures in the classroom, referring to grammatical content, from its cognitive, communicative, and sociocultural dimensions. Aspect, which represents that: knowledge is possessed and used according to the context, verbal and non-verbal communicative means, where the levels of the system and the units that comprise it are described: from the aspects: phonological, morphological, lexical and syntactic, in correspondence with its functioning in the texts and use of the means of cohesion: grammatical and lexical.