Con-textos literarios y enseñanza de la experiencia intersubjetiva de la lectura

Abstract

The research addresses the problem of teaching literature from the perspective of teaching conceptions, understood as forms of thinking that condition the teaching and learning practices of the literary. In the first instance, a diachronic study is carried out in order to review the categories of pedagogy of literature, characteristics and constitutive elements, as well as the category of teaching conceptions based on the review of recent research in the national and international level that indicate the persistence of traditionalist approaches and the need to generate proposals that cause processes of reading comprehension and enjoyment of the literary text. In the second instance, the intention is to mobilize traditional conceptions in the teaching of literary reading towards a semi-discursive perspective that allows to understand literature as a cultural phenomenon, endowed with cognitive, metacognitive, textual and semi-discursive elements, which can be interpreted. The use of pedagogical workshops as a strategy of intervention and interaction between researching teachers and teachers under investigative attention allowed to conclude that the teaching conceptions are related to the levels of reading comprehension proposed in public policies, with the domain of the inferential level being the key factor to achieve mobilization.