When Charles Morris introduced the term semiotics, it was reintroduced in 1960 in the English philosophical discourse by John Locke, as a label for "doctrine of the signs", a science that has subsequently made considerable advances by Charles Sanders Peirce, from end of the 1860s. However, it was used in various contexts and with variations in its meaning. Later it was used by Umberto Eco where it indicates the relation between the icon and the object, where it develops the idea that the icon has value when it is endowed with meaning by the culture. The signs have now been studied by many people and from so many different perspectives such as linguists, logicians, philosophers, psychologists, biologists, anthropologists, psychopathologists, sociologists and specialists in aesthetics. Morris says that "semiotics has a double link with sciences: it is one more science and at the same time an instrument of the sciences" (Morris, 1985) which allows us to assume these studies in a theoretical and practical way.

In the classrooms the study of iconic texts has great importance since the students are in constant contact with said language present mostly in advertising, which manipulates the information taking into account various aspects. The iconic text can be adapted according to context, population, culture, among others, without forgetting that it seeks to generate impact for the public, taking into account aspects such as age, sex, race, etc. In fact, in many cases, this type of texts must be part of the knowledge and mastery of the student, since it is a content that is immersed within the educational themes.

Finally, the teacher must know how to make the best use of this type of language and generate critical awareness to students about these issues, since it is normally used to promote ideas within society and diverse cultures.