The aim of this study comparison is the clarification of the kind of youth and children’s literature in order to create a class library, selected by Spaniards, Colombians and Ecuadorians teachers. ...Minor differences were observed trough data collection and analysis of one of the activities –“Selection and evaluation of a small library”- of the subject “Didáctica de la Lectura” of UNIR’s MFA in “Didáctica de la Lengua en Educación Infantil y Primaria”, answered by current teachers of Spain, Colombia and Ecuador. Nevertheless, a few particularities are detectable in the selection of certain books, as well as in the reasons to exclude other titles. Putting all the data together, is possible to conclude that the selection of the works is not always guided by rigorous criteria, instead the tradition and the personal experience -which is mutable from class to class- seem to be the leading motivations.
Se presenta un estudio comparativo sobre qué obras de literatura infantil y juvenil (LIJ) seleccionan los maestros de España, Ecuador y Colombia a la hora de configurar una biblioteca de aula. Mediante la recogida y análisis de datos a partir de la información obtenida en una de las actividades -Selección y valoración de una pequeña biblioteca- de la asignatura de Didáctica de la Lectura del Máster Universitario en Didáctica de la Lengua en Educación Infantil y Primaria de UNIR, se observa que no existen notables diferencias en la selección que realizan los participantes de los tres países, todos ellos maestros en activo. Sí se detectan algunas particularidades según se refieran a distintas obras mencionadas en esa actividad, tanto en su posible inclusión en una biblioteca de aula como en lo referido al argumento de su exclusión. Al poner estos datos en relación, se concluye que la selección no siempre está guiada por criterios electivos rigurosos, confiándose en la tradición o en la experiencia personal, que puede variar de grupo a grupo. Palabras clave: selección de lecturas; literatura infantil; educación literaria; hábitos lectores. Abstract The aim of this study comparison is the clarification of the kind of youth and children’s literature to create a class library, selected by Spaniards, Colombians and Ecuadorians teachers. Minor differences were observed trough data collection and analysis of one of the activities –Selection and evaluation of a small library– of the subject Didáctica de la Lectura of UNIR’s MFA in Didáctica de la Lengua en Educación Infantil y Primaria, answered by current teachers of Spain, Colombia and Ecuador. Nevertheless, a few particularities are detectable in the selection of certain books, as well as in the reasons to exclude other titles. Putting all the data together, is possible to conclude that the selection of the works is not always guided by rigorous criteria, instead the tradition and the personal experience –which is mutable from class to class– seem to be the leading motivations. Keywords: book selection; children´s literature; literary education; reading habits.
Faced with the distorted image of functional diversity that has been transmitted from children's and young people's literature, the author investigates its representation in contemporary comics as a ...key space for dialogue with the reader. Through a triad of comics starring female child and youth characters with functional diversity, the researcher emphasizes the eradication of restrictive conceptions of difference as a problem that must be neutralized and delves into the possibilities of the comic for literary and inclusive education and the renewal of the classroom canon.
Frente a la distorsionada imagen que de la diversidad funcional desde la literatura infantil y juvenil se ha transmitido, la autora investiga sobre su representación en el cómic contemporáneo como espacio clave para el diálogo con el lector. A través de una tríada de cómics protagonizados por personajes femeninos infantiles y juveniles con diversidad funcional, la investigadora incide en la erradicación de restrictivas concepciones de la diferencia como problema que debe ser neutralizado y profundiza en las posibilidades de la historieta para la educación literaria e inclusiva y la renovación del canon de aula.
Abstract
Faced with the distorted image of functional diversity that has been transmitted from children's and young people's literature, the author investigates its representation in contemporary comics as a key space for dialogue with the reader. Through a triad of comics starring female child and youth characters with functional diversity, the researcher emphasizes the eradication of restrictive conceptions of difference as a problem that must be neutralized and delves into the possibilities of the comic for literary and inclusive education and the renewal of the classroom canon.
Keywords: literary education; comics; functional diversity; inclusive education.
Literary education aims to promote the teaching of reading from an academic, social, and personal perspective. At present there is a consensus on the central role that the school institution plays, ...which can be translated into explicit and implicit approaches. The objective of this article is to explore Spanish Secondary school teachers’ beliefs about literary education to determine their proximity to each of these two approaches, as well as the coherence within such beliefs, unpacking the relationships between adherence to principles and declared practices. To obtain the data that supports the study, the
Beliefs About Literary Education of Secondary School Teachers
(BALESST) scale has been elaborated. 1,544 Secondary Education teachers from the 17 Spanish communities and the autonomous cities of Ceuta and Melilla have responded to the scale. For the analysis of the data, the statistical packages of IBM SPSS Statistics, 24.0 and G* Power 3 have been used. The results suggest that Spanish Secondary school teachers are in an eclectic position in the debate between explicit and implicit literary education, reveal relevant discrepancies between the two factors that make up the scale (adherence to principles and declared practices), and allow identify majority and minority representations and practices among teachers.
La educación literaria es un concepto desarrollado en las últimas décadas que trata de renovar la enseñanza de la literatura con un enfoque más centrado en el lector y en su relación con los textos ...que con la memorización de obras o autores. La etapa de educación infantil (0-6 años), al ser considerada teóricamente ágrafa, puede parecer que no atañe a la educación literaria. En este artículo tratamos de argumentar, por un lado, las razones de peso para que se implemente en las aulas. Por otro lado, aportamos un enfoque holístico de los principales pilares de esta educación literaria en esa fase. El uso de la literatura infantil como material prioritario, la animación lectora para la creación del hábito lector y el uso de las bibliotecas para nutrir tanto este hábito lector como la competencia literaria del alumnado, consideramos, son las líneas de actuación que permiten una educación literaria exitosa en esta etapa. Se aborda este tema desde una metodología cualitativa de análisis de la bibliografía sobre el tema y uniendo las diferentes investigaciones sobre los diferentes campos en una única propuesta. Así, encontramos como resultado de esta reflexión que el desarrollo armónico de la educación literaria en infantil, en la que se alterna la lectura en voz alta, la narración de cuentos y poesías tradicionales y no, la exploración de álbumes, el uso de la biblioteca de aula y las visitas a las bibliotecas municipales y, cómo no, una constante presentación de la lectura como una opción de ocio, sin duda, creará lectores competentes y ciudadanos críticos.
The purpose of the article is to substantiate approaches to the development of educational and methodological kits for preschool educational institutions of the Chuvash Republic on the development of ...native speech and teaching native language, literary education in the Chuvash language.
Research material. Literature analysis, study of the history of the formation and development of methods of speech development and literary education of pre-school students: the views of the founders of the methodology of speech development (E.I. Tikheeva, E.A. Fleerin, O.I. Soloviev, etc.) and literary education of pre-school students (M.M. Konina, L.M. Gurovich, Z.A. Gritsenko, etc.).
The need for a systematic approach to work on speech development (E.I. Tikheeva), justification of the approach to the lesson as the main leading form of education (M.M. Alekseeva, V.I. Yashina), modern requirements of the Federal State Educational Standard in working with preschoolers and the views of classical teachers (E.A. Fleerin, A.P. Usova, O.A. Skorolupova), the importance of a comprehensive approach to solving speech development problems (F.A. Sokhin, O.S. Ushakov), the peculiar tasks of familiarization with fiction, different approaches to the purpose of a children's book, studies of the peculiarities of artistic perception among preschoolers, changing views on the role of a children's book and its aesthetic nature (L.M. Gurovich), the origin of the methodology of literary education of preschoolers (Z.A. Gritsenko), the unresolved issue of the organization of work on the formation of a large "talented" reader, the validity of organizing direct educational activities in kindergarten to familiarize with literature (M.M. Konina, M. Gurovich, O.S. Ushakova, N.V. Gavrish).
Research results and conclusions. The conceptual approaches to the development of educational and methodological kits for the development of speech and teaching native (Chuvash) are substantiated language, literary education of pre-school children in Chuvash kindergartens.
The ideas and provisions implemented in teaching aids have been successfully tested in a number of Chuvash kindergartens and have been accepted by teachers.
Using as its key texts George Oppen’s 21 Poems and I.A. Richards' introduction to The Principles of Literary Criticism, this essay argues, first, that in the early decades of the twentieth century ...pragmatist epistemology and ethos of participation had a transformative effect on U.S. poetry, and second, that in these same decades, the then-emergent profession of literary criticism refused to absorb the participatory ethos, even as other disciplines, perhaps most notably education and anthropology, were being transformed by it. It concludes with some thoughts about what the adoption of a participatory approach might look like in literary critical studies, with special attention to the transactional model of reading theorized by Louise Rosenblatt beginning in the late 1930s.
La capacitación profesional del profesorado de Educación Infantil en el campo de la educación literaria lleva aparejada la interiorización de hábitos lectores. Así, en el marco de la materia ...Literatura Infantil y Dramatización (Universidad de Santiago de Compostela), se llevó a cabo un proyecto para el fomento de la lectura con 91 docentes en formación durante el curso 2021-2022. Consistió en la programación de un club de lectura con selecciones de obras vinculadas con el contenido teórico y escogidas en base a criterios específicos como la calidad estética y literaria, que se complementó con la realización de un blog de recomendaciones literarias y propuestas educativas creado por y para docentes nombrado como “Petiscando libros”. Los cuestionarios de evaluación confirman la mejora de la relación del alumnado con la lectura en base al trabajo realizado y una percepción muy positiva de la contribución de la experiencia en su formación como docentes.
This paper thinks with the concept of intertextuality to consider the multiple intersecting power structures inside and outside of literary education in secondary schools that continue to dominate ...text selection policies and teaching practices. We draw on our research with in-service teachers to reconsider how intertextual networks circulate on multiple levels: textual, social, cultural, and institutional. Although the concept of intertextuality has been activated as an alternative to rarified conceptualisations of literary heritage, as we unpack in this paper, intertextuality often distributes, reinforces, and perpetuates canonical power structures such as institutional whiteness, and Euro western values in secondary school subjects that feature literary studies. Rather than abandoning intertextuality, we attempt to tease out how it operates in various registers in schooling and we suggest how critically engaging with the concept might provide a way forward for English study in the twenty-first century.
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