La poesía escrita por mujeres en español no ha obtenido en el currículum ni en los libros de texto de Educación Secundaria Obligatoria (ESO) el espacio merecido. Para constatar la vigencia del ...problema en este trabajo analizamos la presencia de poetas hombres y mujeres en nueve manuales recientes de cuarto curso de distintas editoriales, diferenciando entre la mera mención de estos y el aporte de una breve biografía y/o alguna poesía. En el marco teórico repasamos los factores conducentes a la relegación de la poesía en Secundaria, las prácticas que se aconsejan para una educación poética exitosa, la exclusión histórica de las mujeres del canon y la importancia de su inclusión o el fenómeno del reciente boom de la poesía escrita por mujeres en español y de las poetas best seller y sus implicaciones educativas. Por último, exponemos las conclusiones más relevantes para la educación literaria derivadas de la revisión teórica y del análisis de manuales.
This essay emerges out of conversations with early career English teachers about their experiences of teaching literature. During those conversations, they reflected on their own literary ...socialisation, including the reading they did at home and at school, as well as their tertiary education. They then considered what they had learnt as teachers from the way their students engage with literary texts in classroom settings. Their insights into the nature of a literary education provide a counterpoint to the ideological work of standards-based reforms, even though their professional practice has been unavoidably shaped by those reforms. They open up dimensions of a literary education that contemporary curriculum and policy discourses fail to recognise. Above all, they highlight the importance of affirming the primacy of a reader's personal response to a text as a condition for any meaningful conversation to take place in classrooms.
Este artículo plantea la necesidad de ajustar todo proceso de enseñanza/aprendizaje –independientemente del nivel formativo, pues no solo cabe entender la educación desde un punto de vista horizontal ...o transversal, sino, al mismo tiempo, desde una relación de verticalidad– a los nuevos modos de lectura y de consumo de la información por parte del actual estudiantado. El impacto de la tecnología digital, la omnipresencia de la telefonía móvil o las casi dos horas de consumo diario de redes sociales de media en España (WeAreSocial, 2022) son parte importante de esta mutación, cuyos síntomas o efectos se evidencian en una escasa comprensión lectora derivada de su «atención flotante» (Bernabeu y Goldtein, 2008) y de su pensamiento superficial (Carr, 2011), en contraste con el tradicional y gutenbergiano pensamiento lineal. También, en una querencia por todo lo interactivo. ¿Cómo responder, entonces, a estos cambios desde la educación literaria y desde las distintas competencias clave de la LOMLOE? Una de las posibilidades que planteamos y desarrollamos aquí es el uso de la escritura creativa. Es especial, de las formas literarias de lo breve, porque estas se ajustan mejor al nuevo retrato robot de nuestro alumnado.
The discussion regarding what atypical social and sexual literary roles reflect and imply tries to lead the students to improve their critical, analytical and expressive competences, as well as to ...enrich their capacity of interpreting and evaluating the conceptions, desires and sexual functions present in society and reflected in literature. As part of a methodological renewal, in addition to role playing games resource, the virtual component provided by social networks is proposed, in particular by tweets as a discursive genre. The aim of this paper is to attain synergy of linguistic and sexual education when articulated through literature, achieving a new educational advantage of works never approached from these perspectives. This contribution boils them down to two narrative readings with perverse sexual roles, as a result of frustrated desires by upbringing.
Current Dutch reading education does not suffice for deep understanding of texts. This problem calls for a solution that (re)combines literary education and reading comprehension –the two pillars on ...which Dutch reading education is built. The goal is to introduce a way of reading that requires a different set of skills from students as active ‘meaning makers’, thus putting interpretation back on the map. In this article, we first discuss how the current linkage between reading enjoyment, reading promotion, and literature education sends students the misleading message that reading literature would produce (primarily) reading enjoyment. We argue that this linkage ensures that reading motivation problems related to comprehension of non-literary texts – as reported by students and their teachers – remain underexposed and virtually unaddressed. We then propose a repositioning of both forms of reading instruction that makes reading comprehension more ‘comprehensible’, that is, resulting in a deeper understanding of texts and positioning students in the more motivating role of meaning maker. This can be achieved with a didactic approach that approaches texts (literary as well as non-literary) as sources of – and for – linguistic and philosophical reflections, for example on one’s self, on the Other, or on the Netherlands and the world. Finally, as reading motivation is augmented when texts are read that relate to a specific context, we suggest focusing on ‘Dutch discourses’ as a productive context for the Dutch class at secondary schools. We provide examples of how such an ‘inquisitive reading’ could be didacticized and set a research agenda that could further explore this direction.
Our main considerations take as a starting point the educational policy demand for a model of competence of text comprehension, which should make it possible to measure and systematically increase ...comprehension accomplishments and competences. The approach of classical cognitive psychology appears particularly suitable for this purpose, which determines comprehension as a rule-guided transfer of a sign complex into a mental representation. However, such representationalism tends to be aporetic in character. A way out of this problem is offered by recent concepts of understanding from the area of
Embodied Cognition
, according to which all mental operations are embedded in physical interaction processes. Comprehension means, in this sense, letting physical primary experiences be reproduced in a trial-action fashion. This approach is, in this paper, reconsidered in relation to the role of subjectivity and affect: Physical experiences are meaning-generating because they exhibit a subjectively perceived affective valence between pleasure and suffering. The beginning of all understanding therefore is to be located within the emotional sphere.
Such a conception of understanding is supposed to have a considerable impact upon language- and literature teaching in schools. For example, training of reading skills should always be embedded in body-bound experiences. Moreover, learning and understanding both mean cultivating an alert ear for affective undertones, needs and irritations, which might even lead to drawing the curricular benchmarks and competency targets into question. Finally, as art and literature establish areas of freedom and play, literature teaching, especially, needs to be founded on affective awareness, discursive openness and proceeding voluntariness.
The aim of this article is to analyze how the teaching of literature is conceived under the university reform of the Bachelor-Master-Doctorate (LMD) system in Algeria with first-year undergraduate ...students. At the same time, we want to find out whether teachers pay more attention to the development of Algerian students' literary competence. Our research is based on a qualitative analysis, based on a descriptive cross-sectional design. In the first part, we present a brief overview of the situation of Spanish language and literature teaching in Algeria under the two systems: the classical system and the LMD system and in the second part we present the methodology of our work based on the description and analysis of the syllabuses of the subject "Initiation to literary texts".
Resumen La formación de lectores conforma uno de los objetivos socioeducativos más relevantes que las sociedades contemporáneas le asignan a la escuela. En los últimos años, la investigación y la ...experiencia educativa han demostrado que una de las claves para avanzar en este propósito es la atención a la lectura literaria en tanto espacio privilegiado para el desarrollo de hábitos y competencias de lectura durante la escolaridad obligatoria. Hoy en día, contamos con un campo científico que se ocupa específicamente de la investigación en este dominio: la didáctica de la literatura. El presente artículo aborda el proceso de creación y progresiva consolidación de esta disciplina en el marco general de la investigación educativa. Para ello, y a partir de una amplia investigación bibliográfica, este ensayo sintetiza las principales fuentes de origen de la didáctica de la literatura, las dificultades que ha sorteado en su proceso de formación y, finalmente, ofrece un detallado panorama del modelo de enseñanza – aprendizaje de la literatura consensuado por la comunidad científica en nuestros días. El texto concluye subrayando la necesidad de atender a la información proveniente de las prácticas reales de educación literaria en las aulas, como factor central en la consolidación disciplinar de la didáctica de la literatura.
La educación literaria es un pilar fundamental en la configuración del pensamiento crítico de los estudiantes a través de unos referentes culturales compartidos. Sin embargo, hay una presencia ...desequilibrada entre los referentes femeninos y masculinos que va en contra de la coeducación. Tanto el canon escolar como la edición literaria siguen perpetuando unos patrones sexistas que relegan a la mujer de letras a un segundo plano. Por ello, es necesario una reconfiguración de ambos y una revisión de los contenidos que se llevan al aula que visibilicen a las mujeres, para transmitir a los estudiantes valores de igualdad y respeto. El presente artículo tiene como objetivo la creación de una propuesta de innovación, orientada a la mejora educativa, en la que el alumno reflexione sobre el papel que la edición literaria tiene tanto en su educación como en su formación como individuo.
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