Semiotics in the didactic of the professional lectodiscurso

Abstract

Reading is an intellectual exercise that is enriched if its treatment is assumed didactically from
a semiotic position view. The diversity of meanings that in its dynamics are interpreted makes
possible the construction of a professional discourse which becomes in a project of social
transformation. In this article, there are some reflections on the importance of Semiotics as
the science that interprets and produces signs in context, and the logics of semiotic thinking inits transit from primary to secondary and from them to tertiary elements in function of the
recognition and integration of the diversity of meanings that occur in the teaching-learning
process of reading.