DIDACTIC COMMUNICATION: INTERACTION, COMPREHENSION AND INTERPRETATION

Regardless of the perspective for the approach as a semiotic or social interaction, communication represents a fascinating game of assumptions and subtle meanings that most people learn to play in a more or less efficient manner. The difficulties arise especially when meanings are not clarified or when the explanations do not suffice, activities which are not always easy to accomplish. The interaction of a person with a group is a lot more difficult. Didactic communication, a direct and multipolar process shows just this type of interaction, where the teacher will always wonder of his ability to facillitate the understanding in a case where only verbal communication will be enough to influence understanding and maintain the attention of the class. Therefore, before decoding the message, both the sender and the reciever will filter the message through a series of personal, screens". This paper has the goal of highlighting the importance of understanding in the process of didactic communication, as a first elementary and automated stage as well as a ladder towards interpretation, through judgement and inferences as a second stage. The two stages that do not have an exact boundary as many times they combine, represent the key that opens the door to efficient didactic communication.