Técnicas para hablar en público como recurso potenciador del discurso retórico.

Abstract

The techniques for public speaking are processes that allow a correct systematization, so its relationship with rhetorical discourse is fundamental in a reflection about the way in which it is transformed, where one of the first effects of rhetoric on a discourse consists of to perceive the central message. It is necessary to work on the weaknesses of the rhetorical discourse that students present as a product of school training. The objective of the study is to promote the implementation of techniques for public speaking as a resource to enhance rhetorical discourse, in third-year high school students of the Juan Montalvo Institution. The study subjects were the students of 3 years of Baccalaureate of the educational unit in question. It is an investigation with a qualitative and quantitative approach of descriptive level where a structural analysis of the subject is carried out. Emphasis is placed on the literary factors that managed to deepen the study of literature, where the techniques used were the survey and the interview, whose instruments were the survey questionnaire and the structured-based questions of the interview. Teachers have a clear conceptualization about the techniques for public speaking, as well as they are well aware of the correct forms and the structure of rhetorical discourse, however, despite this knowledge there is a deficit in its implementation, which is why they consider essential the analysis and improvement of the educational process as rhetorical discourse is an important source in the construction of students' own knowledge.