Gestión didáctico- orientadora del conocimiento lingüístico en programas de formación docente

Objective: the study focused on systematizing the theoretical and methodological foundations of the didactic-guidance management of linguistic knowledge in teacher training programs. Methodology: it is ascribed to a descriptive study of theoretical systematization of recent academic literature on systematizing the theoretical and methodological foundations of the didactic management of linguistic knowledge in teacher training programs. The theoretical systematization and bibliographic analysis focused on the main articles related to the specified descriptors and inclusion criteria until the establishment of the sample of 21 articles. Results: Teacher training programs that prioritize the management of linguistic knowledge manage to form highly competent future teachers at a communicative level, who demonstrate a solid command of skills such as oral expression, reading comprehension and written production. They develop a sensitivity towards linguistic and cultural diversity, which allows them to design and implement activities that promote the recognition and inclusion of the different varieties present in the classroom. In their teaching practice experiences, these future teachers demonstrate the ability to effectively apply their linguistic knowledge, favoring the comprehensive development of their students' communication skills. Conclusions: The didactic-guidance management of linguistic knowledge in teacher training programs represents a primary task to guarantee the quality and relevance of education, by providing future teachers with the necessary tools to promote the comprehensive development of their communicative skills. students. Objetivo: el estudio se centró en sistematizar los fundamentos teóricos y metodológicos sobre la gestión didáctico- orientadora del conocimiento lingüístico en programas de formación docente. Metodología: se adscribe a un estudio descriptivo de sistematización teórica de la literatura académica reciente sobre sistematizar los fundamentos teóricos y metodológicos sobre la gestión didáctico-orientadora del conocimiento lingüístico en programas de formación docente. La sistematización teórica y el análisis bibliográfico se centró en los principales artículos relacionados con los descriptores especificados y criterios de inclusión hasta el establecimiento de la muestra de 21 artículos. Resultados: Los programas de formación docente que priorizan la gestión del conocimiento lingüístico logran formar futuros maestros altamente