Una reflexión sobre los criterios de selección de lecturas del profesorado de Educación Secundaria

• Díaz Díaz, Mario ^[1]
  1. [1] Departamento de Lengua y Literatura, Colegio Gultro (Chile)
• Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 294-304
• Idioma: español
• Enlaces
  • Texto Completo Libro
• Resumen

  • This study addresses the reflection of the reading selection criteria of middle school Literature and Spanish language teachers. For that purpose, it starts with a brief revision of the studies around the teachers’ beliefs and conceptions, especially on those decisions taken by the teachers on the development of their educational functions, for example “reading mediation”. This explains the many options that teachers have at the time of picking texts to read in the classroom, particularly the esthetics, ideological or epistemic criteria that guides their decisions. All of this is complemented by studies on the middle school teachers and their beliefs, which serves to work on the conclusion of the literary education being theoretically hegemonic, but this differs on the classrooms, where the teacher authority dominates.