Modelos de educación literaria en el moderno sistema escolar

Núñez, Gabriel

doi:10.4995/lyt.2016.5824

Cited by 6 publications

(4 citation statements)

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“…These proposals aim to promote critical thinking through the visibility of alternative identity references in literary education and to develop empathy and respect towards sexual diversity. For example, the first proposal suggests the selection of readings such as the book King and King (de Hann & Nijland, 2004) to dismantle the gender and sexual orientation imperatives underlying traditional stories (Núñez, 2012). In this area, the digital era has led to the consolidation of a multimodality of information, the accessibility of which has made people and groups visible and has favored knowledge of their realities and experiences in relation to gender diversity and identities.…”

Section: / 11mentioning

confidence: 99%

Digital literary readings for the promotion of gender and affective-sexual diversity: Predictors of its didactic recommendation in secondary education

Ortega-Sánchez

2023

CONT ED TECHNOLOGY

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This study analyses the frequencies of inclusion of digital literary-educational proposals on the diversification of sex/gender/sexuality expectations by in-service Spanish teachers of secondary education (n=436), and the predictors that determine this inclusion. Based on the application of the instrument Digital Literary Education and the Construction of Gender Identities (DLECGI), the study is developed in non-experimental designs of a cross-sectional nature, and at the relational, explanatory and predictive levels of research, insofar as it seeks to reveal the socio-demographic, formative and didactic causes of the phenomenon or event of interest, and its degree of occurrence. The results obtained indicate the existence of a profile of teachers who promote the recommendation of this type of digital reading based on their belonging to non-binary gender groups with previous training in co-education and equality, and with explicit didactic stances on controversial issues. Likewise, the relationship between socio-demographic variables and the didactic positioning of teachers on the recommendation of digital readings on affective-sexual diversity shows that initial and/or ongoing specific training in co-education and equality is a key predictor of this relationship. These findings attest to the fact that the visibility and recognition of identity plurality in literary education necessarily involves the proposal of counter-hegemonic models regarding gender and affective-sexual identity. In this regard, teacher training must continue to progress towards the adoption of inclusive didactic approaches within the framework of educational principles for democratic citizenship, regardless of the gender or personal and social identity that defines these teachers.

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Section: / 11mentioning

confidence: 99%

Digital literary readings for the promotion of gender and affective-sexual diversity: Predictors of its didactic recommendation in secondary education

Ortega-Sánchez

2023

CONT ED TECHNOLOGY

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“…Todo este corpus teórico se adquiere en la práctica mediante el estudio de los modelos dignos de imitación o en aquellos otros que había que rechazar por alejarse de las reglas que preconizan tales modelos (Gómez Hermosilla, 1842). 2 Sin embargo, en las prácticas escolares concretas este modelo retórico (Núñez, 1994) quedó poco a poco reducido al aprendizaje de una copiosa ristra de figuras, reglas y preceptos que los escolares memorizaban con el pretexto de adquirir dichas reglas u otros preceptos relativos a la moral, que acabaron desplazando los aprendizajes de las convenciones literarias y sustituyéndolos por la enseñanza de máximas generalmente relacionadas con la religión y la moral, con el fin de guiar a la adolescencia por la senda idónea en las diversas esferas de la vida social.…”

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Modelos de educación literaria en el moderno sistema escolar

Núñez

2016

LyT

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En este trabajo abordamos los distintos modelos que hemos utilizado en el moderno sistema escolar para educar literaria y estéticamente a los escolares de la España contemporánea. Desde el modelo Retórico que bebe en el mundo clásico y se impone hasta las primeras décadas del siglo XX al actual modelo “lector”, que parte de las teoría de la recepción, pasando por el modelo Histórico-Positivista que se sirve de las Historias de la literatura, y por el modelo Institucionista que se focalizaba en la lectura interpretativa.

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“…Literary education is currently understood as a process oriented toward the training of readers through the design of reading and writing plans, in accordance with the general objective of linguistic education: to develop the students' potential for their participation in literate practices (Lorenzo, 2016;Colomer et al, 2018). The idea that to learn how to read literature students must read literature is today central in literary education, but until a few decades ago this centrality was occupied by the history of literature and the formal and rhetorical characteristics of the literary text (Núñez-Molina, 2016;Patte, 2023). This change, which places the reader in the spotlight, began in the mid-20th century with contributions from pedagogy and literary studies, such as L. Rosenblatt's transactional theory or I.A.…”

Section: Introductionmentioning

confidence: 99%

The eclectic landscape: examining Spanish secondary school teachers’ beliefs on literary education

Fabregat-Barrios,

Fontich,

González-González-de-Mesa

2023

Front. Educ.

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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.

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Modelos de educación literaria en el moderno sistema escolar

Cited by 6 publications

References 3 publications

Digital literary readings for the promotion of gender and affective-sexual diversity: Predictors of its didactic recommendation in secondary education

Digital literary readings for the promotion of gender and affective-sexual diversity: Predictors of its didactic recommendation in secondary education

Modelos de educación literaria en el moderno sistema escolar

The eclectic landscape: examining Spanish secondary school teachers’ beliefs on literary education

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