El docente como mediador lecto-literario: Una mirada a sus creencias y prácticas didácticas en el quehacer de la educación literaria en niveles de EGB superior y Bachillerato
The overview of the current didactics of literature presents a recent line of research that revolves around the figure of the school reader mediator, his beliefs and the relation of these beliefs in his teaching practice. The purpose of this study is to analyze the beliefs and didactic practices of...
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| Format: | bachelorThesis |
| Sprache: | spa |
| Veröffentlicht: |
2023
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| Schlagworte: | |
| Online Zugang: | https://dspace.unl.edu.ec/jspui/handle/123456789/26689 |
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Tag hinzufügen | Zusammenfassung: | The overview of the current didactics of literature presents a recent line of research that revolves around the figure of the school reader mediator, his beliefs and the relation of these beliefs in his teaching practice. The purpose of this study is to analyze the beliefs and didactic practices of the language and literature teachers of the “27 de Febrero” High School in Loja city (Ecuador), from a qualitative research involving three teachers. The instruments used for data collection were the semi-structured interview and the observation form. The results show didactic practices tending to the formation of interpretive competence in the case of Manuel and Lidia, less fattering in Norma, since her absence as mediator resulted in the abandonment of her students to reading. In terms of beliefs, we find objectives about literary education oriented to give support in communicative skills in the case of Norma, to promote reading comprehension and the formation of the reading habit in Lidia and towards the formation of the capable reader in Manuel. An interesting point in this research was the research reference to the literary education proposal of the Ecuadorian education curriculum, in addition to the unclear knowledge in the case of Norma, which shows a tension towards the proposal of literary readings of the Ministry of Education, which she points out as "outdated". It is concluded that a look at the knowledge, representations and reading identity of each teacher could contribute to the interpretation of such a complex reality that involves the practice of school literary reading mediation. Key words: teachers' beliefs, didactic practices, literary education. |
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