Pub Date : 2024-04-18DOI: 10.17398/1988-8430.26.041
Montserrat Pons Tovar
Resumen: Nuestro objetivo es explorar los límites que existen entre la creatividad artística del dramaturgo inglés y el peso de la tradición, en este caso, grecorromana, amén de animar a los profesores de literatura a que exploten la obra en clase. Para ello, comenzaremos nuestro estudio con una breve introducción al panorama literario renacentista de Inglaterra a fin de facilitarle al lector información sobre los antecedentes y el ambiente en el que se desarrolló la producción shakespeariana. Seguidamente, pasaremos a un análisis que se basará en los siguientes puntos: las alusiones mitológicas, los recursos dramáticos y los elementos típicos de otros géneros literarios . En último lugar, ofrecemos nuestras reflexiones al respecto a modo de conclusión. Palabras clave: Shakespeare; teatro; comedia; tradición clásica. Abstract: With this article we present teaching professionals a personal view of one of the plays most represented, read and versioned of William Shakespeare with the intention that they exploit it in class. It's A Midsummer Night's Dream, a work rich in literary traditions, suitable for all audiences. Our goal is to explore the boundaries between artistic creativity of English playwright and the weight of tradition, in this case, Greco-Roman. We will start our study with a brief introduction to the Renaissance literary scene of England to provide the reader with information about the background and environment in which Shakespearean production was developed. Next, we turn to an analysis of the work that we study which will be based on the following points: the mythological allusions, the dramatic resources and the typical elements of other genres such as pastoral poetry and the ancient novel. Finally, we offer our thoughts on the subject to conclusion. Key words: Shakespeare; theater;comedy; classical tradition.
{"title":"Originalidad shakesperiana y herencia clásica en \"El sueño de una noche de verano\" / Shakespearean originality and classical heritage in “A Midsummer Night's Dream”","authors":"Montserrat Pons Tovar","doi":"10.17398/1988-8430.26.041","DOIUrl":"https://doi.org/10.17398/1988-8430.26.041","url":null,"abstract":"Resumen: Nuestro objetivo es explorar los límites que existen entre la creatividad artística del dramaturgo inglés y el peso de la tradición, en este caso, grecorromana, amén de animar a los profesores de literatura a que exploten la obra en clase. Para ello, comenzaremos nuestro estudio con una breve introducción al panorama literario renacentista de Inglaterra a fin de facilitarle al lector información sobre los antecedentes y el ambiente en el que se desarrolló la producción shakespeariana. Seguidamente, pasaremos a un análisis que se basará en los siguientes puntos: las alusiones mitológicas, los recursos dramáticos y los elementos típicos de otros géneros literarios . En último lugar, ofrecemos nuestras reflexiones al respecto a modo de conclusión. \u0000Palabras clave: Shakespeare; teatro; comedia; tradición clásica. \u0000Abstract: With this article we present teaching professionals a personal view of one of the plays most represented, read and versioned of William Shakespeare with the intention that they exploit it in class. It's A Midsummer Night's Dream, a work rich in literary traditions, suitable for all audiences. Our goal is to explore the boundaries between artistic creativity of English playwright and the weight of tradition, in this case, Greco-Roman. We will start our study with a brief introduction to the Renaissance literary scene of England to provide the reader with information about the background and environment in which Shakespearean production was developed. Next, we turn to an analysis of the work that we study which will be based on the following points: the mythological allusions, the dramatic resources and the typical elements of other genres such as pastoral poetry and the ancient novel. Finally, we offer our thoughts on the subject to conclusion. \u0000Key words: Shakespeare; theater;comedy; classical tradition.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140686214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.17398/1988-8430.39.165
Xavier Fontich Vicens, Mariona Casas-Deseures, Ana Luisa Costa, M. Troncoso
In this text we propose to carry out a set of reflections on communicative competence and critical reasoning (from now on CC&CR) with respect to initial teacher training, within the context of academic writing. These are two aspects considered strategic in teacher training and which have already been the subject of specific measures in some universities and autonomous communities in Spain in relation to accessing such training. We provide a conceptual description of the notions of CC&CR and propose a set of measures based on the fact that these competences must be worked on in a transversal way across all the subjects involved in the teaching degrees, drawing on the fundamental concept of “discursive genre”.
{"title":"La formación lingüística en los Grados de Maestro: las nociones de ‘competencia comunicativa’, ‘razonamiento crítico’ y ‘género discursivo’ / Linguistic training in teacher degrees:the notions of ‘communicative competence’, ‘critical reasoning’, and ‘discursive genre’","authors":"Xavier Fontich Vicens, Mariona Casas-Deseures, Ana Luisa Costa, M. Troncoso","doi":"10.17398/1988-8430.39.165","DOIUrl":"https://doi.org/10.17398/1988-8430.39.165","url":null,"abstract":"In this text we propose to carry out a set of reflections on communicative competence and critical reasoning (from now on CC&CR) with respect to initial teacher training, within the context of academic writing. These are two aspects considered strategic in teacher training and which have already been the subject of specific measures in some universities and autonomous communities in Spain in relation to accessing such training. We provide a conceptual description of the notions of CC&CR and propose a set of measures based on the fact that these competences must be worked on in a transversal way across all the subjects involved in the teaching degrees, drawing on the fundamental concept of “discursive genre”.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-28DOI: 10.17398/1988-8430.39.197
Rafael Negrete-Portillo
In this paper we propose a dual research: on the one hand, to offer a panoramic view of how the memory of the Spanish Civil War is transmitted in children's and young people's literature of our times, paying special attention to the technical narrative structure and the chronotope. On the other hand, the aim is to investigate the position of the children's/youth characters in these texts and the position of the authors with respect to the events of the war. As a methodological procedure, we will outline a brief note on what we academically understand by 'memory' as far as literature is concerned, and we will carry out a critical analysis of fifteen Spanish publications aimed at young audiences, all of them of narrative genre and marketed from the year 2000 onwards. In conclusion, we will synthesise the data and generate a bi-member vector that will show us both the technical way in which history is being told and its 'memory' transmitted in 21st century of children and young people literature (CYPL), as well as the tendency and majority position of current authors.
{"title":"Recuerdos LIJ-ados: memoria de la guerra civil española en la Literatura Infantil y Juvenil del siglo XXI / CYAL-worn memories: memory of the Spanish Civil War in 21st century children's and young adult literaturesiglo XXI","authors":"Rafael Negrete-Portillo","doi":"10.17398/1988-8430.39.197","DOIUrl":"https://doi.org/10.17398/1988-8430.39.197","url":null,"abstract":"In this paper we propose a dual research: on the one hand, to offer a panoramic view of how the memory of the Spanish Civil War is transmitted in children's and young people's literature of our times, paying special attention to the technical narrative structure and the chronotope. On the other hand, the aim is to investigate the position of the children's/youth characters in these texts and the position of the authors with respect to the events of the war. \u0000As a methodological procedure, we will outline a brief note on what we academically understand by 'memory' as far as literature is concerned, and we will carry out a critical analysis of fifteen Spanish publications aimed at young audiences, all of them of narrative genre and marketed from the year 2000 onwards. In conclusion, we will synthesise the data and generate a bi-member vector that will show us both the technical way in which history is being told and its 'memory' transmitted in 21st century of children and young people literature (CYPL), as well as the tendency and majority position of current authors.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140490829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-28DOI: 10.17398/1988-8430.39.131
Aránzazu Sanz-Tejeda, Gemma Lluch
Resumen: Los estudios sobre redes sociales y lectura, como los de Sorensen; Mara, 2013; Jeffman, 2015; Hughes, 2017; Cruces, 2017; Lluch, 2021 o Amo Sánchez-Fortún, 2021, centran su atención en los blogs y en YouTube como espacios en los que se crea contenido relacionado con la lectura. Esta revisión sistemática pretende conocer, sintetizar y valorar el estado de la investigación sobre Instagram y TikTok donde se habla, se recomiendan o venden libros, evaluando la calidad de los estudios mediante la lista de verificación del CASPe. Con este objetivo, se han realizado búsquedas en las bases de datos SCOPUS, WOS, LISA, LISTA y en el buscador especializado Google Scholar. La búsqueda ha identificado 1006 registros; después del cribado, se incluyeron artículos científicos, trabajos de investigación y académicos sobre libros, lectura, Instagram y TikTok. Finalmente, el corpus de la revisión lo forman 66 documentos, en su mayoría, de España y EE.UU. Dependiendo del tipo de documento y de la base de datos, la investigación mayoritaria quiere conocer 1) cómo son los administradores de las cuentas, 2) qué tipo de contenido comparten y con qué forma; 3) qué uso hacen los bibliotecarios, las editoriales y las librerías. Palabras clave: revisión sistemática; Tiktok; Instagram; bookinfluencer; promoción lectora. Abstract Previous studies on social networks and reading, such as those by Sorensen; Mara, 2013; Jeffman, 2015; Hughes, 2017; Cruces, 2017; Lluch, 2021 o Amo Sánchez-Fortún 2021 focus their attention on blogs and YouTube as spaces in which content related to reading is created. This systematic review aims to know, synthesize and assess the research on the last two social networks, Instagram and TikTok, where readers, authors, companies and institutions speak, recommend or sell books. With this objective, searches have been carried out in the SCOPUS, WOS, LISA, and LISTA databases and in the specialized search engine Google Scholar. The search has identified 1006 records; after screening, scientific articles, research papers, and academics dealing with books, reading, Instagram, and TikTok from different approaches were included, and the quality of the studies was assessed using the CASPe checklist. Finally, the corpus of the review has been made up of 66 documents that come, for the most part, from Spain and the US; they began to be published in 2016 and belong mainly to the areas of communication and journalism and libraries. Depending on the type of document and the database, the majority line of research wants to know 1) what the account administrators are like, 2) what kind of content they share and how; 3) what librarians use and how publishers and bookstores use them. Keywords: Bibliographic review, TikTok, Instagram, bookinfluencer, reading promotion.
{"title":"Temas, métodos y resultados de investigación sobre TikTok/Instagram y lectura. Revisión sistemática bibliográfica / Topics, methods and research results on TikTok/Instagram and reading. Bibliographic reviewistemática bibliográfica","authors":"Aránzazu Sanz-Tejeda, Gemma Lluch","doi":"10.17398/1988-8430.39.131","DOIUrl":"https://doi.org/10.17398/1988-8430.39.131","url":null,"abstract":"Resumen: Los estudios sobre redes sociales y lectura, como los de Sorensen; Mara, 2013; Jeffman, 2015; Hughes, 2017; Cruces, 2017; Lluch, 2021 o Amo Sánchez-Fortún, 2021, centran su atención en los blogs y en YouTube como espacios en los que se crea contenido relacionado con la lectura. Esta revisión sistemática pretende conocer, sintetizar y valorar el estado de la investigación sobre Instagram y TikTok donde se habla, se recomiendan o venden libros, evaluando la calidad de los estudios mediante la lista de verificación del CASPe. Con este objetivo, se han realizado búsquedas en las bases de datos SCOPUS, WOS, LISA, LISTA y en el buscador especializado Google Scholar. La búsqueda ha identificado 1006 registros; después del cribado, se incluyeron artículos científicos, trabajos de investigación y académicos sobre libros, lectura, Instagram y TikTok. Finalmente, el corpus de la revisión lo forman 66 documentos, en su mayoría, de España y EE.UU. Dependiendo del tipo de documento y de la base de datos, la investigación mayoritaria quiere conocer 1) cómo son los administradores de las cuentas, 2) qué tipo de contenido comparten y con qué forma; 3) qué uso hacen los bibliotecarios, las editoriales y las librerías.\u0000Palabras clave: revisión sistemática; Tiktok; Instagram; bookinfluencer; promoción lectora.\u0000 \u0000Abstract\u0000Previous studies on social networks and reading, such as those by Sorensen; Mara, 2013; Jeffman, 2015; Hughes, 2017; Cruces, 2017; Lluch, 2021 o Amo Sánchez-Fortún 2021 focus their attention on blogs and YouTube as spaces in which content related to reading is created. This systematic review aims to know, synthesize and assess the research on the last two social networks, Instagram and TikTok, where readers, authors, companies and institutions speak, recommend or sell books. With this objective, searches have been carried out in the SCOPUS, WOS, LISA, and LISTA databases and in the specialized search engine Google Scholar. The search has identified 1006 records; after screening, scientific articles, research papers, and academics dealing with books, reading, Instagram, and TikTok from different approaches were included, and the quality of the studies was assessed using the CASPe checklist. Finally, the corpus of the review has been made up of 66 documents that come, for the most part, from Spain and the US; they began to be published in 2016 and belong mainly to the areas of communication and journalism and libraries. Depending on the type of document and the database, the majority line of research wants to know 1) what the account administrators are like, 2) what kind of content they share and how; 3) what librarians use and how publishers and bookstores use them.\u0000Keywords: Bibliographic review, TikTok, Instagram, bookinfluencer, reading promotion.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-28DOI: 10.17398/1988-8430.39.63
Jaime Rivera Segovia
Literature didactics developed some research production lines that show its importance as a study field. This article's objectives are to analyze the scientific production on this topic and to know its research trends using two Scopus and Web of Science (WOS) databases. A descriptive bibliometric study of longitudinal cut and scientific mapping was carried out on 449 articles and a content analysis on 101 open access publications to analyze the knowledge base's evolution literature didactics. The results show a consolidated over thirty years disciplinary area, highlighting exponential growth of research between 2012 and 2021. All continents, but mostly Europe and specifically Spain, presented the highest scientific production rates and greater numbers of researchers and co-authorships. Regarding the research trends, firstly, research on the "Literary Corpus" predominates, especially on children's and young adult literature (LIJ); and secondly, research on "Teaching Practices" that account for various didactic itineraries of reading and writing effectively used in the classroom.
文学教学法开发了一些研究成果，显示了其作为一个研究领域的重要性。本文的目的是利用 Scopus 和 Web of Science (WOS) 两个数据库分析该主题的科研成果，并了解其研究趋势。对 449 篇文章进行了纵向切分和科学绘图的描述性文献计量学研究，并对 101 篇开放获取的出版物进行了内容分析，以分析知识库的演变文献教学法。研究结果表明，30 多年来，学科领域得到了巩固，2012 至 2021 年间的研究呈指数增长。各大洲，但主要是欧洲，特别是西班牙，都呈现出最高的科研产出率，以及更多的研究人员和合著者。在研究趋势方面，首先是关于 "文学语料库 "的研究，尤其是关于儿童文学和青少年文学（LIJ）的研究占主导地位；其次是关于 "教学实践 "的研究，即在课堂上有效使用的各种阅读和写作教学路线。
{"title":"Revisión sistemática de la producción científica de conocimientos en didáctica de la literatura / Systematic review of the scientific production of knowledge in literature didactics","authors":"Jaime Rivera Segovia","doi":"10.17398/1988-8430.39.63","DOIUrl":"https://doi.org/10.17398/1988-8430.39.63","url":null,"abstract":"Literature didactics developed some research production lines that show its importance as a study field. This article's objectives are to analyze the scientific production on this topic and to know its research trends using two Scopus and Web of Science (WOS) databases. A descriptive bibliometric study of longitudinal cut and scientific mapping was carried out on 449 articles and a content analysis on 101 open access publications to analyze the knowledge base's evolution literature didactics. The results show a consolidated over thirty years disciplinary area, highlighting exponential growth of research between 2012 and 2021. All continents, but mostly Europe and specifically Spain, presented the highest scientific production rates and greater numbers of researchers and co-authorships. Regarding the research trends, firstly, research on the \"Literary Corpus\" predominates, especially on children's and young adult literature (LIJ); and secondly, research on \"Teaching Practices\" that account for various didactic itineraries of reading and writing effectively used in the classroom.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140490887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-28DOI: 10.17398/1988-8430.39.105
Davinia Rodríguez Ortega
El presente trabajo examina la sección “Toque de diana” incluida en el semanario infantil de ideología carlista Pelayos, publicado en San Sebastián (España) entre 1937-1938. De entre los 101 textos disponibles provenientes del total de números publicados, hemos extraído 11, aquellos que nos ayudan a dibujar cómo era la educación formal a disposición de los jóvenes carlistas “pelayos”. Desde una perspectiva de análisis historiográfico (de doble cariz, interno y externo), examinaremos cómo se tratan en estos documentos cuestiones como los libros de texto, la religión católica, la historia de España o la lectura de textos de ficción. El propósito es extraer los presupuestos ideológicos y propagandísticos insertos en sus páginas. Así, veremos cómo “Toque de diana” constituye el espacio idóneo para difundir la propaganda del pensamiento tradicionalista entre el público infantil y juvenil, en este caso concreto, en relación con el ámbito escolar, los contenidos de estudio y los libros de ocio para leer. Palabras clave: carlismo; Pelayos; Flechas; revistas infantiles; escuela: adoctrinamiento. Abstract This paper examines the section “Toque de diana” included in the Pelayos children's weekly of Carlist ideology, published in San Sebastián (Spain) between 1937-1938. Among the 101 available texts from the total of published copies, we have extracted 11 of them, those that help us to draw what formal education was like at the disposal of the young Carlist “Pelayos”. From a perspective of historiographical analysis (double facet, internal and external), we will examine how issues such as textbooks, the Catholic religion, the history of Spain or the reading of fictional texts are dealt with in these documents. The purpose is to try to extract the ideological and propagandistic assumptions inserted in its pages. Thus, we will see how “Toque de diana” constitutes the ideal space to disseminate the propaganda of traditionalist thought among children and young people, in this specific case, in relation to the school environment, the contents to be studied and leisure books to read. Keywords: carlism; Pelayos; Flechas; children’s magazines; school; indoctrination.
本文研究了 1937-1938 年间在圣塞巴斯蒂安（西班牙）出版的卡洛斯派儿童周刊《Pelayos》中的 "Toque de diana "部分。从出版的全部期刊中的 101 篇文章中，我们摘录了 11 篇文章，帮助我们描绘出卡洛斯派 "Pelayos "青少年所接受的正规教育。我们将从历史学分析（内部和外部）的角度，研究这些文献是如何处理教科书、天主教、西班牙历史和小说阅读等问题的。这样做的目的是为了提炼其中蕴含的意识形态和宣传假设。因此，我们将看到 "Toque de diana "是如何构成在儿童和青少年中传播传统主义思想的理想空间的，在这一特定情况下，与学校环境、学习内容和休闲读物有关。 摘要本文研究了 1937-1938 年间在圣塞巴斯蒂安（西班牙）出版的《Pelayos》儿童卡洛斯思想周刊中的 "Toque de diana "部分。在已出版的总计 101 篇文章中，我们摘录了其中的 11 篇，这些文章有助于我们了解卡洛斯派 "佩拉约斯 "青年接受正规教育的情况。我们将从史学分析的角度（内外双方面），研究这些文献是如何处理教科书、天主教、西班牙历史或小说阅读等问题的。这样做的目的是为了提取其中的意识形态和宣传假设。因此，我们将看到《Toque de diana》是如何构成向儿童和青少年宣传传统思想的理想空间的，在这一具体案例中，与学校环境、学习内容和休闲读物有关。
{"title":"Educación y escuela en la revista Pelayos (1937-1938) Adoctrinamiento en la sección “Toque de diana” / Education and school in Pelayos magazine (1937-1938). Indoctrination in the section “Toque de diana”","authors":"Davinia Rodríguez Ortega","doi":"10.17398/1988-8430.39.105","DOIUrl":"https://doi.org/10.17398/1988-8430.39.105","url":null,"abstract":"El presente trabajo examina la sección “Toque de diana” incluida en el semanario infantil de ideología carlista Pelayos, publicado en San Sebastián (España) entre 1937-1938. De entre los 101 textos disponibles provenientes del total de números publicados, hemos extraído 11, aquellos que nos ayudan a dibujar cómo era la educación formal a disposición de los jóvenes carlistas “pelayos”. Desde una perspectiva de análisis historiográfico (de doble cariz, interno y externo), examinaremos cómo se tratan en estos documentos cuestiones como los libros de texto, la religión católica, la historia de España o la lectura de textos de ficción. El propósito es extraer los presupuestos ideológicos y propagandísticos insertos en sus páginas. Así, veremos cómo “Toque de diana” constituye el espacio idóneo para difundir la propaganda del pensamiento tradicionalista entre el público infantil y juvenil, en este caso concreto, en relación con el ámbito escolar, los contenidos de estudio y los libros de ocio para leer.\u0000Palabras clave: carlismo; Pelayos; Flechas; revistas infantiles; escuela: adoctrinamiento.\u0000Abstract\u0000This paper examines the section “Toque de diana” included in the Pelayos children's weekly of Carlist ideology, published in San Sebastián (Spain) between 1937-1938. Among the 101 available texts from the total of published copies, we have extracted 11 of them, those that help us to draw what formal education was like at the disposal of the young Carlist “Pelayos”. From a perspective of historiographical analysis (double facet, internal and external), we will examine how issues such as textbooks, the Catholic religion, the history of Spain or the reading of fictional texts are dealt with in these documents. The purpose is to try to extract the ideological and propagandistic assumptions inserted in its pages. Thus, we will see how “Toque de diana” constitutes the ideal space to disseminate the propaganda of traditionalist thought among children and young people, in this specific case, in relation to the school environment, the contents to be studied and leisure books to read.\u0000Keywords: carlism; Pelayos; Flechas; children’s magazines; school; indoctrination.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to analyze the evolution of the use of poetry in Mexican primary level textbooks. The analyzed corpus consisted of the books with the most significant changes, those from 1962, 1972, and 2008, for a total of 35 books. The main results indicate that the role of poetry in textbooks has changed considerably in response to different educational, cultural, and political conceptions. The 1962 books mainly feature acclaimed Romantic and Modernist writers and have a strong interest in promoting patriotic and moral values. The 1972 books lean towards Mexican folk lyricism and have a more playful tone, marked by rounds, songs, and poems for playing. Finally, the 2008 books prioritize functional reading development, leading to a notable reduction in the importance of literary models, especially poetry. This analysis demonstrates the differences in how these anthologies were constructed, how they relate to their historical context, and provides some guidelines on how to improve the didactics of poetry in textbooks in the future.
{"title":"History of poetry in Mexican textbooks","authors":"Eduardo Santiago-Ruiz","doi":"10.17398/1988-8430.39.7","DOIUrl":"https://doi.org/10.17398/1988-8430.39.7","url":null,"abstract":"This article aims to analyze the evolution of the use of poetry in Mexican primary level textbooks. The analyzed corpus consisted of the books with the most significant changes, those from 1962, 1972, and 2008, for a total of 35 books. The main results indicate that the role of poetry in textbooks has changed considerably in response to different educational, cultural, and political conceptions. The 1962 books mainly feature acclaimed Romantic and Modernist writers and have a strong interest in promoting patriotic and moral values. The 1972 books lean towards Mexican folk lyricism and have a more playful tone, marked by rounds, songs, and poems for playing. Finally, the 2008 books prioritize functional reading development, leading to a notable reduction in the importance of literary models, especially poetry. This analysis demonstrates the differences in how these anthologies were constructed, how they relate to their historical context, and provides some guidelines on how to improve the didactics of poetry in textbooks in the future.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-28DOI: 10.17398/1988-8430.39.37
Concepción María Jiménez Fernández, Vicente Luis Mora Suárez-Varela
The aim of this study comparison is the clarification of the kind of youth and children’s literature in order to create a class library, selected by Spaniards, Colombians and Ecuadorians teachers. Minor differences were observed trough data collection and analysis of one of the activities –“Selection and evaluation of a small library”- of the subject “Didáctica de la Lectura” of UNIR’s MFA in “Didáctica de la Lengua en Educación Infantil y Primaria”, answered by current teachers of Spain, Colombia and Ecuador. Nevertheless, a few particularities are detectable in the selection of certain books, as well as in the reasons to exclude other titles. Putting all the data together, is possible to conclude that the selection of the works is not always guided by rigorous criteria, instead the tradition and the personal experience -which is mutable from class to class- seem to be the leading motivations.
{"title":"Selección y valoración de LIJ para bibliotecas de aula: comparativa entre España, Ecuador y Colombia / Selection and appraisal of LIJ for the library of the class: comparison between Spain, Ecuador and Colombia","authors":"Concepción María Jiménez Fernández, Vicente Luis Mora Suárez-Varela","doi":"10.17398/1988-8430.39.37","DOIUrl":"https://doi.org/10.17398/1988-8430.39.37","url":null,"abstract":"The aim of this study comparison is the clarification of the kind of youth and children’s literature in order to create a class library, selected by Spaniards, Colombians and Ecuadorians teachers. Minor differences were observed trough data collection and analysis of one of the activities –“Selection and evaluation of a small library”- of the subject “Didáctica de la Lectura” of UNIR’s MFA in “Didáctica de la Lengua en Educación Infantil y Primaria”, answered by current teachers of Spain, Colombia and Ecuador. Nevertheless, a few particularities are detectable in the selection of certain books, as well as in the reasons to exclude other titles. Putting all the data together, is possible to conclude that the selection of the works is not always guided by rigorous criteria, instead the tradition and the personal experience -which is mutable from class to class- seem to be the leading motivations.","PeriodicalId":516906,"journal":{"name":"TEJUELO. Didáctica de la Lengua y la Literatura. Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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