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Literatura en ámbito escolar fuera de las aulas: propuestas didácticas en ELE
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Abstract(s)
Varias propuestas desarrolladas en los últimos años, en el ámbito académico de enseñanza superior, muestran diversos ejercicios y enfoques de la enseñanza de ELE en alumnos de secundaria o superior a través de la literatura e, incluso así, los productos escritos para tal efecto, de dudosa calidad literaria, continúan proliferando. En contrapartida, los textos de autores clásicos (Pardo Bazán, Cervantes) y de autores del siglo XX latinoamericano (Rubén Darío, Horacio Quiroga, Mario Benedetti, etc.) siguen siendo bazas seguras a la hora de plantear textos literarios para realizar actividades de ELE o de inmersión cultural en la L2, ya sea porque existen precedentes y actividades en la Red sobre ellos, ya sea porque sus textos, muy estudiados desde hace años, conservan algunas de las características que se adecuan a los objetivos lingüísticos y culturales del curso. En esta comunicación vamos a relacionar, analizar y reflexionar sobre todas las iniciativas reales, surgidas entre 2012 y 2019, en la Escola Superior de Educação de Bragança en el ámbito de la literatura para alumnos de ELE. Comprobaremos que se podrían implementar en cualquier curso, centro de lenguas o escuela y facultad con alumnos de lenguas extranjeras, ya que contribuye, incuestionablemente y comprobado año tras año, a la formación literaria, a la sensibilización artística y la inserción en la estética de la palabra de los alumnos de cualquier lengua extranjera. Por ello, defendemos y llegamos a la conclusión que el alumno de ELE, como alumno de Humanidades, presenta la sensibilidad literaria necesaria para poder aproximarse al uso extraño y estético del lenguaje artístico, que siente un natural interés por el fenómeno literario en todos sus soportes (musical, escrito, popular, visual, fílmico, etc.) y que fomenta un ambiente en el aula propicio para cualquier tipo de enseñanza-aprendizaje.
Several proposals developed in the last years, in the academic field of higher education, show diverse exercises and approaches of the teaching of ELE in students from secondary or higher education through the literature and, even so, the written products for that purpose, of dubious literary quality, continue to proliferate. On the other hand, the texts of classical authors (Pardo Bazán, Cervantes) and authors of 20th century in Latin America (Rubén Darío, Horacio Quiroga, Mario Benedetti, etc.) continue to be a sure bet when proposing literary texts to carry out ELE activities or cultural immersion in the L2, either because there are precedents and activities in the Network about them, either because their texts, very studied for years, retain some of the characteristics that suit the linguistic and cultural objectives of the course. In this communication we are going to relate, analyze and reflect on all the real initiatives, arising between 2012 and 2019, in the Higher School of Education of Bragança in the field of literature for ELE students. We will check that they could be implemented in any course, language center or school and faculty with students of foreign languages, since it contributes, unquestionably and verified year after year, to literary training, to artistic awareness and the insertion in the aesthetics of the word of the students of any foreign language. Therefore, we defend and conclude that the ELE student, as a student of Humanities, presents the necessary literary sensitivity to be able to approach the strange and aesthetic use of artistic language, which feels a natural interest in the literary phenomenon in all its supports (musical, written, popular, visual, filmic, etc.) and that encourages an atmosphere in the classroom that is conducive to any type of teaching-learning
Several proposals developed in the last years, in the academic field of higher education, show diverse exercises and approaches of the teaching of ELE in students from secondary or higher education through the literature and, even so, the written products for that purpose, of dubious literary quality, continue to proliferate. On the other hand, the texts of classical authors (Pardo Bazán, Cervantes) and authors of 20th century in Latin America (Rubén Darío, Horacio Quiroga, Mario Benedetti, etc.) continue to be a sure bet when proposing literary texts to carry out ELE activities or cultural immersion in the L2, either because there are precedents and activities in the Network about them, either because their texts, very studied for years, retain some of the characteristics that suit the linguistic and cultural objectives of the course. In this communication we are going to relate, analyze and reflect on all the real initiatives, arising between 2012 and 2019, in the Higher School of Education of Bragança in the field of literature for ELE students. We will check that they could be implemented in any course, language center or school and faculty with students of foreign languages, since it contributes, unquestionably and verified year after year, to literary training, to artistic awareness and the insertion in the aesthetics of the word of the students of any foreign language. Therefore, we defend and conclude that the ELE student, as a student of Humanities, presents the necessary literary sensitivity to be able to approach the strange and aesthetic use of artistic language, which feels a natural interest in the literary phenomenon in all its supports (musical, written, popular, visual, filmic, etc.) and that encourages an atmosphere in the classroom that is conducive to any type of teaching-learning
Description
Keywords
Educación literaria Promoción de la lectura ELE en educación superior Enseñanza de la literatura en ELE
Pedagogical Context
Citation
Dotras Bravo, Alexia (2019). Literatura en ámbito escolar fuera de las aulas: propuestas didácticas en ELE. In Manuel Vara Pires; Cristina Mesquita; Rui Pedro Lopes; Elisabete Mendes Silva; Raquel Patrício (Eds.) IV Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico de Bragança. p. 1062-1071. ISBN 978-972-745-259-0
Publisher
Instituto Politécnico de Bragança