Diseño de un ambiente de aprendizaje que promueva experiencia estética literaria en estudiantes de noveno grado, en aulas de inclusión con limitación visual

Abstract

The research work "Design of a learning environment that promotes literary aesthetic experience in ninth grade students, in classrooms of inclusion with visual limitation" proposes theoretical references that favor the understanding of the elements that constitute the literary aesthetic experience, and that, at the same time, allow explaining education for all. Likewise, it proposes the design of activities and evaluation criteria that promote literary aesthetic experience and attitudes of solidarity. This work was developed in two methodological moments, the first corresponds to the analysis of the context, under the methodology of content analysis based on the theories of Berelson (1952) and Krippendorf (1980). The second moment was developed under the research design of Molina, M; Castro, E; Molina, J.L and Castro, E. (2011). Likewise, the results consolidated a didactic proposal using cinematographic language, literature and theater. Finally, it is possible to propose a didactic design that articulates the development of the literary aesthetic experience with criteria of accessibility and affectivity.