Concepciones del lenguaje figurado en educación inicial. Retos y desafíos

Abstract

The objective of this work was to reveal the conceptions of a group of early education teachers on figurative language, its use, processing and relevance, particularly in the school environment. With the aim of achieving this goal, a qualitative descriptive comprehensive study was conducted with twenty comprehensive teachers from public and private schools in Bogotá. The results indicate that the vast majority of teachers perceive little utility of the figurative uses in the classroom and give them a predominantly ornamental function and speech embellishment, but not relevant to learning.