Cuentos de terror para fortalecer la experiencia estética literaria con estudiantes de sexto grado

Abstract

This research analyzes the implications of a standardized educational model implemented in a school in the Bosa district, where shared administration with other schools has fostered curricular homogenization. While this system guarantees the availability of teaching resources and a structured organization of the teaching process, it also creates limitations in addressing the sociocultural particularities of students and restricts teachers' pedagogical autonomy. This situation is particularly evident in the area of Spanish Language and Literature, where reading is often geared toward producing measurable evidence and achieving instrumental objectives, reducing opportunities for enjoyment, free interpretation, and the formation of meaningful connections with literary texts. The study argues that this pedagogical approach hinders the development of profound reading experiences by prioritizing quantifiable results over building an aesthetic relationship with literature. Furthermore, it reveals that, despite the existence of library spaces, institutional dynamics limit their potential as spaces for spontaneous encounters with books. Given this situation, the research proposes the literary workshop as an alternative capable of strengthening the development of critical and independent readers. In particular, it highlights the horror genre as a relevant pedagogical tool for connecting with students' interests, stimulating their imagination, and promoting more meaningful reading experiences within the school context