Mediation in easy-to-read literature remains relatively underexplored in both initial and ongoing teacher education programs, but it is beginning to emerge within the field of literary mediation. ...While traditionally associated with special education training, the concept of easy-to-read literature has not been fully integrated into teacher training programs as a mediation strategy. Consequently, there is limited evidence regarding its usage and benefits in school settings. Therefore, the aim of this contrastive study is to investigate the practices of easy-to-read literature mediation in initial teacher education programs in Spain and Chile. Preliminary findings reveal specific practices initiated in higher education for easy-to-read literature, highlighting the necessity for support from in-service teachers in adopting this methodology. Additionally, the study underscores the democratization of easy-to-read mediation techniques, enabling the adaptation of both literary and non-literary texts following established guidelines and principles proven effective across diverse contexts.
La mediación en lectura fácil es un campo escasamente explorado tanto en la formación inicial como continua del profesorado, pero empieza a despuntar como un ámbito incipiente en la mediación lecto-literaria. Pese a que el concepto de lectura fácil se instala, habitualmente, en la formación de educadores especiales, no está incorporado en la formación de docentes como estrategia de mediación, por lo que hay muy poca evidencia respecto de su uso y beneficios en las aulas escolares. Por tanto, el objetivo de este estudio contrastivo es indagar en las prácticas de mediación en lectura fácil que se realizan en la formación inicial del profesorado en España y Chile1. Los resultados preliminares muestran determinadas prácticas que se han comenzado a implementar en educación superior para la lectura fácil, la necesidad de acompañamiento en esta metodología por parte del profesorado en activo y, también, la democratización de esta metodología de mediación que permite adaptar textos literarios y no literarios, siguiendo pautas y lineamientos que ya han sido probados con excelentes resultados en distintos contextos.
The paper presents a communication concept of teaching with a focus on teaching Literary Education. In the article, we present in more detail a research survey involving a total of 16 humanities ...teachers, which examined the current state of communication between pupils and teachers: the data were obtained from an analysis of teaching videos that preceded the observation of teaching. The analysis of the video recordings was supplemented by interviews with the teachers who led the lessons and student questionnaires, which served as a tool for data triangulation. Based on the analysis of the results, the authors present a generally tuned model of good educational communication, in the center of which should be a balanced distribution of power forces (i.e. the role of the teacher and the position of students). The implementation of the communication concept in real teaching can lead to a deeper and more comprehensive interpretation of artistic narratives, it can develop the pupil´s personality and can enrich the teacher. The communication conception of teaching forms the starting point for an innovative conception of Literary Education, which builds on the thesis that text (artistic narrative) is in the center of literature teaching. It is the communication between the teacher, the pupil and the text that is the basis of creative literary expressivity, the gros of contemporary Literary Education according to the didactics of literature.
Emotional education is an area increasingly highlighted by legislation; nevertheless, the teaching of emotions does not seem to find its rightful place in the curriculum for preservice teachers. This ...lack is particularly noticeable in the context of the teaching of language and literature, despite the fact that in this field the role of emotions has been recognised as crucial for decades, at least on a theoretical level. This study proposes a replicable and functional intervention in the teaching of emotions as a springboard for affective and effective literacy in preservice primary school teachers’ curriculum. The pedagogical tools used are analysed and the scope of their application is studied in a group of 66 students of the BAin Primary Education at the University of Seville, examining their impact through a triangulation of data (ad-hoc questionnaire and an evaluation of students’ learning diaries). The results showed that the intervention facilitated the link between affective and cognitive perspectives and created the need to claim a new type of multimodal, artistic, and collaborative literacy in the teaching and learning of L1, as an instrument of knowledge and self-knowledge. Resumen: La educación emocional constituye un área cada vez más destacada por la legislación; sin embargo, la didáctica de las emociones no parece encontrar el lugar que le corresponde en el currículum formativo del futuro profesorado. Esta carencia es especialmente notable en el contexto de la didáctica de la lengua y la literatura, a pesar de que en este campo el papel de las emociones se reconoce como crucial desde hace décadas, al menos a nivel teórico. Este estudio propone una intervención replicable y funcional a la didáctica de las emociones como resorte para la alfabetización afectiva y efectiva en el currículo del futuro profesorado de educación primaria. Se analizan las herramientas pedagógicas utilizadas y se estudia el alcance de su aplicación en un grupo de 66 estudiantes del Grado en Educación Primaria de la Universidad de Sevilla, examinando su impacto a través de una triangulación de datos (cuestionario ad-hoc y evaluación de los diarios de aprendizaje de los alumnos). Los resultados muestran que la intervención facilitó la vinculación entre las perspectivas afectiva y cognitiva y creó la necesidad de reivindicar un nuevo tipo de alfabetización multimodal, artística y colaborativa en la enseñanza-aprendizaje de las L1, como instrumento de conocimiento y autoconocimiento.
In the light of the historical materialist epistemology, it investigates how the so-called “Reading Strategies” have been presented and used in scientific research and official documents concerning ...the interface education and literature; based on the analysis of objective data, it demonstrates that, for over a decade, it has been expanding and is currently building hegemony. It seeks to understand this process, establishing, as a decisive landmark, its arrival to official documents (which, in the concrete case under study, guide the school education process from a national curricular base, common to public and private networks). Then, it problematizes the incorporation of “Reading Strategies” in the text of the Common National Curricular Base; in the conclusions, it points out that, to solve the problems of reading education in Brazil, and particularly the teaching of literary reading, the pedagogical work guided by the “internalization and automatization” of (meta)cognitive reading strategies needs to be overcomed.
À luz da epistemologia materialista histórica, investigamos como as chamadas “Estratégias de Leitura” têm sido apresentadas e utilizadas em pesquisas científicas e em documentos oficiais concernentes à interface educação e literatura; demonstramos, com base em análises de dados objetivos, que, ao longo de mais de uma década, ela vem se ampliando e encontra-se em construção de hegemonia. Buscamos compreender tal processo, instituindo, como marco decisivo, sua chegada aos documentos oficiais (que, no caso concreto em estudo, orientam o processo de educação escolar a partir de uma base nacional curricular, comum às redes públicas e privadas). Em seguida, problematizamos a incorporação das “Estratégias de Leitura” no texto da Base Nacional Comum Curricular; nas conclusões, apontamos que, para resolver os problemas do ensino de leitura no Brasil, e particularmente do ensino de leitura literária, o trabalho pedagógico orientado pela “internalização e automatização” de estratégias (meta)cognitivas de leitura precisa ser superado.
A la luz de la epistemología materialista histórica, investigamos cómo se han presentado y utilizado las llamadas "Estrategias de Lectura" en la investigación científica y en los documentos oficiales relativos a la interfaz educación y literatura; demostramos, a partir del análisis de datos objetivos, que a lo largo de más de una década se ha ido expandiendo y está en construcción de hegemonía. Buscamos comprender este proceso, estableciendo, como hito decisivo, su llegada a los documentos oficiales (que, en el caso concreto que estudiamos, orientan el proceso de educación escolar desde una base curricular nacional, común a las redes públicas y privadas). Luego, problematizamos la incorporación de las "Estrategias de Lectura" en el texto de la Base Curricular Nacional Común; en las conclusiones, señalamos que, para resolver los problemas de la enseñanza de la lectura en Brasil, y en particular la enseñanza de la lectura literaria, es necesario superar el trabajo pedagógico guiado por la "internalización y automatización" de las estrategias (meta)cognitivas de lectura.
The purpose of the study is to find out the relations between the respondents’ personal characteristics and their reading preferences in poetry. The methods of semantic differential and q-methodology ...were used for the research. Semantic differential method was modified to meet the purpose of measuring the reception of poetry and three factors were monitored in the students’ responses to the poems: the factors of comprehensibility, evaluation and impressiveness. The students used this method to assess selected poems. Q-methodology was used to monitor the students’ attitudes towards life values, their personal states, personality characteristics and their opinions of literature (especially poetry) teaching methods. The respondents rank-ordered the Q-sample statements related to the area of the research. We bring the essential survey of the changes in Q-rank-ordering in various age groups (12–18 years old).
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