Estrategias y Prácticas de los Maestros para el Desarrollo de la Competencia Pragmática en el Segundo Ciclo de Básica Primaria: Un Estudio en el Contexto Colombiano.

Abstract

Pragmatic intentionality is crucial in communication, as it assigns meanings to communicative acts and regulates their cohesion. This implies organizing information in an understandable way, using established communication patterns and understanding the intentions behind the acts, following social norms. In this context, the proposal focuses on understanding the communicative intention and the underlying context in each speech act, which allows students to discern close discourses and better understand the effect intended by the sender. The research adopts a hermeneutic methodological design to explore the meanings and teaching-learning experiences of teachers in official educational institutions. The results are divided into two main categories. The first recognizes the importance of contextualizing communicative processes as part of a system of shared meanings and values pragmatics for its role in the use of language in contexts involving tacit rules of communication between speakers. From the second perspective, teachers emphasize the need to dedicate a specific space to the study of pragmatics in the classroom, highlighting its relevance in comparison with the focus on grammar (syntax and semantics) in language education programs.The study concludes that pragmatics, which explores the use of language in communication, is essential to enrich verbal interactions by considering social and cultural norms. Despite its vital importance in teacher-student interactions, pragmatics is not sufficiently integrated into educational language guidelines and requires explicit recognition. Research reveals that, although teachers may not be aware of it, they act as pragmatists because of their creativity rooted in pragmatic training. These strategies, based on an understanding of the complexity of classroom discourses, are strategically developed in various phases, including preparation, awareness, active teaching, activity implementation, and personalization, all with the goal of achieving meaningful learning .In summary, this research provides a proposal that highlights the teaching of classroom communication as a dynamic process that goes beyond the simple decoding of language. It focuses on understanding the communicative intention and context in each speech act, underlining the importance of pragmatics in education and the need for its recognition in educational policies.