LA DIDÁCTICA DE LA LITERATURA, UN ESPACIO PARA LA REFLEXIÓN PARA LOS DOCENTES Y SU PEDAGOGÍA

Abstract

This article aims to build a conceptualization about the
didactics of literature, considering the development of its
pedagogical process, through the purpose sought with
its teaching: to strengthen literary competence. It also
arises as a preliminary part-conceptual foundation of an
investigative process that is currently being carried out by
the GIA Argumentation Research Group, on this subject at
the Luis Delfín Insuasty Educational Institution.
A constant difficulty associated with the teaching-learning
of literature is considering this discipline as a knowledge
detached from an epistemic-theoretical framework,
which involves aesthetics, sociology, historiography and
semiotics that constitute other lenses that They allow to
generate several didactic resources for their teaching.
In the classroom, literature is reduced to just a medium,
a strategy to promote language learning and the
achievement of reading and writing skills.
Literature is seen as that continent of structures that
materialize in the texts, an aspect that cultivates in students
70
an apathy for literary discourse and a perception of reading
from a formalist approach, away from the intertextual,
dialogic richness that destiny offers. To develop processes
of interpretation and understanding of the various genres
offered by literary reading, this effect is perhaps generated
by the scant reflection on the importance of literature in
the development of ethical, aesthetic and cognitive skills
that are inherent in the conceptualization of literature.
Discipline that in most teachers is not clear.