Análisis una propuesta didáctica para trabajar la poesía en un aula de Primaria: leer a Leopoldo de Luis

There are many proposals that bring poetry reading into the classroom, although the results, even with good will, are not always very satisfactory, perhaps because they begin with the wrong idea of what a poetic text is and what this requires. In this study we intend to review these ideas, assessing the suitability of a poem by Leopoldo de Luis, about a football game. We have made a serious review of the results obtained in its implementation, both in an Elementary classroom and in some groups of university students. The results are both enlightening and disturbing in some ways, as they show too many deficiencies, both in reading habits and in the ways of working with poetry in the classroom.

El acto de escribir en la universidad. Una experiencia a partir de la autobiografía

Writing in the university environment requires the accompaniment and guidance of the teacher. It is clear that written composition cannot be approached solely as a duty apart from the needs and interests of the students. The purpose of the following study is that a group of seven students of in training to be teachers, with previous professional careers, could experience the process of writing from the construction of an autobiography. In this sense, it was possible to relate the learning of the subprocesses involved in the act of writing with the production of an autobiographical story that generated spaces for subjectivity and introspection to emerge. A qualitative and ethnographic approach was adopted, which made it possible to detail positive changes in the texts produced, according to a sequence of drafts or intermediate versions. It was concluded that writing at the university requires specific didactic situations that lead students to reflect on and re-dimension the role that written language plays, not only in terms of the handling of discursive genres, but also in the construction of their own voice and in the reaffirmation of their identity as social and cultural beings.

La presencia de sagas fantásticas en Brasil: 1 una propuesta de clasificación de paracosmos

This work aims to present an overview of contemporary productions of fantastic sagas in Brazil and their main characteristics. The fantastic sagas are a narrative modality of serial stories whose main characteristic is the institution of a unique universe that we define as paracosm (Martos García, 2009). To conceptualize fantastic sagas, we use theoretical studies of Martos Núñez (2007), Martos García (2009, 2010, 2020) and García Rivera (2004, 2013, 2019), in dialogue with concepts by other authors (Bourdieu, 2013; Bakhtin, 2002; Beckett, 2009; among others). Therefore, from the aforementioned authors, a possible delimitation/ classification of fantastic Brazilian sagas by lines is created, according to the structure of their paracosms. Four possible lines are defined here. Thus, this study presents an overview of the fantastic sagas in Brazil, based on the definition of their typologies.

Estudio comparativo de la prueba de redacción académica IELTS por escrito frente a la realizada en computadora en participantes de IELTS de inglés como lengua extranjera en la Universidad de Teherán

The current study is an attempt to investigate whether learners perform differently on paper or on the computer in the International English Language Testing System (IELTS) writing test, in terms of Task response/achievement, coherence/cohesion, lexical resource, grammatical range and accuracy. In addition, it explores whether the candidates’ computer familiarity are different in paper or computer groups. To this end, a total number of 108 candidates were selected out of 144 based on the results of the Oxford Placement Test (OPT) in Tehran University, Iran. To gather the data, a retired IELTS academic writing sample and a computer familiarity questionnaire were administered. The participants were divided into two equal groups. In the Paper Mode (PM) group, students were given the test to write conventionally on paper. In the other, Computer Mode (CM) group, the students were given the same test; but were asked to type the test in the computer provided for them in their class. Also, all the participants took the computer familiarity questionnaire. The gathered data were analyzed through the Independent samples t-test. The findings reveal significant differences between paper-based and computer-based modes in both writing tasks. Moreover, the analysis of the questionnaire shows the impact of the candidates’ computer familiarity on their writing performance.

The Project eMysteries – From reading to writing

Digital culture is impacting heavily on young people’s lives, be it through their own attachment to social media through mobile devices or the new Covid-19 demands on distance online education. Maryanne Wolf in Reader, Come Home (2018) argues through her cognitive neuroscientific studies on reading that the mind of readers is changing given the media they are constantly using (mobile phones, computers). One of the issues Wolf debates is the loss of deep detailed modes of reading comprehension or the willingness of today’s (young) readers to engage with complex sentences or longer texts. She claims, however, that really good reading is close reading, a form of reading that requires intellectual effort from the reader involving the intellectual skills of reasoning, thinking and understanding (Wolf, 2018). How can this be promoted in the digital age? This is the aim of a European Erasmus+ funded project the authors are involved in called e-Mysteries: Detective Stories to Engage Students in Close Reading with the Use of Mobile Devices (short name: e-Mysteries). New forms of reading, as those being developed by the e-Mysteries project, create opportunities for the participatory empathetic, critical, and analytical engagement of students with what they read as well as with individual and collaborative writing in a modern flux of consumer-producer.

Los mediadores literarios de los futuros maestros. Exploración de los relatos de vida literaria

This work is part of the research in the field of teaching literature and the profile of the reader and the belief system of teachers in initial training. Its objective is to delve into the literary biography of future teachers, paying special attention to who their literary mediators were, since, possibly, they end up acting as mediation models in their future tasks as teachers. To carry out this research we use an Author Recognition Test to establish the degree of familiarity of students with literature, and the literary life story of the 35 students of the dual degree in Infant and Primary Education at the University of Barcelona, that configure the sample. The results, which are constructed from a qualitative approach to literary life stories and the quantitative data from the Author Recognition Test, show a nuanced relationship between the degree of familiarity of students with literature and the type of literary mediator and literary experiences lived so far.

Tu voz en mi garganta. Lecturas de cabecera de Pablo del Águila

A writer is always inscribed in a specific ideological and literary horizon, with all that that implies. The eternal tension between reading and the empty blank page is configured and articulated through writing; anchoring us to a specific tradition that, in turn, commits us to a historical reading of literature. This last question, the commitment, decisively configures not only the literary tradition in which Pablo del Águila is inscribed: Celaya, Otero, Vallejo, Brecht, among others, as well as the different readings that literary criticism has issued on this tragic writer from Granada. And here appear other names: Juan Carlos Rodríguez, José Ortega, Jairo García Jaramillo and Elisa Sartor - with this we offer only a sample -. Through these and others (and their corresponding readings) we will trace the authors of the writer from Granada’s nightstand; and how these readings commit him to a specific ideological horizon: writing understood as an instrument of ideological struggle

Las constelaciones literarias como proyecto educativo para incentivar la lectura del género poético: “las cuatro galaxias de Góngora

For some time now, many researchers have shared the conviction that the literary education of adolescents requires other pathways than those habitually travelled. With the intention of renewing educational initiatives, a pedagogical intervention proposal is presented based on the concept of “literary constellations” by Jover, 2007, on the teaching innovation strategies of gamification. In this context, an educational innovation project focused on promoting the reading habit, entitled “Góngora’s Four Galaxies: A Universe of Stars to be Discovered,” is presented. The aim of that proposal is to encourage reading of the poetic genre that consists in the creation of four reading itineraries from four poems by the baroque writer Luis de Góngora y Argote. The results obtained have been positive, thanks to this initiative. Not only do students improve their literary competence, but they also increase their interest in baroque poetry by relating it intertextually with diverse artistic productions and, above all, close to their contemporaneity.

Volición conservadora en las acciones violentas de La ciudad y los perros

This paper is ascribed to the conservative perception that Mario Vargas Llosa works for the discursive construction of The Time of the Hero. This political ideology characterized by its autonomy and impartiality will allow us to recognize the author’s purpose when addressing the mood of violence in the performance of the characters. For its effective fluctuation, this study will include three neuralgic and related treatments around this literary work: the extratextual contextualization, the epistemology of violence and the narratological analysis from the concomitant actants. This conventional taxonomy that is formulated will be useful to justify the extent to which violence acquires a core value for human development.

Representaciones de infancia en Frankenstein de Mary Shelley: De la edad de oro a la niñez monstruosa

In this paper different representations of childhood in Mary Shelley’s Frankenstein are analyzed. For this, three sections have been arranged. First, the novel is set in the context of its production, and then some elements of the romanticized vision of the first part of human’s lives are analyzed. Alzate Piedrahíta (2002) understands that the perception of modern childhood has varied throughout history based on changes in the modes of socialization. If thinking childhood has two fronts, the human and the monstrous in Frankenstein, how does this question link with the romantic matrix that operates in the text? In the second section, through the textual analysis of some fragments, the childhood of the protagonist and his adoptive sister, Elizabeth, are compared. Finally, the creature and his link to the character that created him are studied. After his birth, he behaves like any child who imitates what others do, and finds himself lost without a tutor to guide him.