Concepciones del lenguaje figurado en educación inicial. Retos y desafíos

The aim of this study was to throw light on the concepts teachers have of figurative language. Towards that aim, a descriptive study of twenty woman teachers in Bogotá was undertaken. The results are largely in line with contemporary theories about the utility assigned to the figurative in initial education, the requirements thought to be needed for its acquisition and the effects of failing to understand it adequately. Their beliefs are close to the standard pragmatic theory, only in terms of the relations and differences which are perceived between figurative and literal language and the place which science assigns to the figurative.