Semiótica y educación: el rol de los signos en el proceso enseñanza–aprendizaje

Abstract

Semiotics and education: the role of signs in the teaching - learning process main objective is studying the concept of a sign, it is still present in human beings by the same fact that there is an ability to convert everything into a sign what surrounds, either as an interpretation of object, reality, cultural fact, social fact, among others everything that can be given a meaning. The first conceptualizations of the sign or semiotics come from ancient Greece, focusing on language and its purpose, since it consisted in justifying a certain philosophical system, where the author Charles Peirce (1839-1914) continues with the study of it. Therefore, signs are used today as a synonym for affirmation regarding self-thinking, that which one wishes, yearns, needs, among others, in relation to a cultural, social and mainly educational context. The problem of interpretation with sign in terms that meaning of the world and the same circumstances that surround it, should not be left as a simple theme but rather should be related to things in a broad sense and thus capture the attention and understanding of the environment and transmit knowledge to others; so, contribution to education is profound; giving credit to its applicability is important, isolating the influence of Peirce, in turn can be contextualized in the educational field, the purpose of semiotics in the teaching - learning process is to reach a deep understanding of semiotic and knowledge processes, this makes us understand that the elaboration of inferences occurs when there is interaction have the subject and the object and this in a sum results in what is known as knowledge, it needs to be stored and communicated and this storage gives the notion of semiosis and semiotic representation.