Lectura literaria: una experiencia estética entre líneas

Abstract

The literary education that has been privileged by the school, has left in the background the human dimension that by nature implies literature, it is important to resignify its value in the school context, favoring spaces and opportunities to make it an aesthetic experience that involves not only cognitive factors, but also and essentially emotional and pragmatic factors. Based on this objective, the research proposal is developed in two schools from the public sector; the research methodology is based on the qualitative approach and the design of action research. The intervention proposal is oriented to a set of workshops in the context of conversation as the way to elicit attitudes of autonomy, freedom and trust in children and young readers, through a relationship with the most significant literary text, which is gestated by the teacher's mediation. The conclusions revolve around the vindication of literary reading as an experience that forms and transforms the person into his or her intimate and social being.