El empleo de jeroglíficos para enseñar contenidos gramaticales.

When the grammatical contents are addressed in primary and secondary education classrooms, especially those related to syntax and morphology, the teachers perceive the rejection they provoke among the students: they must pay close attention and dedicate considerable effort, but without that translates into a better use of the language, at least immediately. Hieroglyphics, as a habitual pastime, usually present messages that, by their way of solving, have a very direct link with the pragmatic level of the language. The solutions to the hidden message favor the use of linguistic elements and syntactic structures that are very important for the use of the language. The hieroglyphs acquire a didactic potential that is necessary to take advantage of. The collection and analysis of 725 hieroglyphics have shown that, with the answers they suggest, they facilitate the treatment of very diverse grammatical contents: affirmations, questions, sentences, nouns, various prepositional phrases, among others. They also pose structures and linguistic elements very common and known by speakers, sayings and phrases, which favor the expansion of vocabulary. The potential of the hieroglyph as a didactic resource is highlighted and teachers are suggested to use it in the classrooms. [ABSTRACT FROM AUTHOR]