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- Title
LA EDUCACIÓN LITERARIA A TRAVÉS DEL DIÁLOGO CON LOS CLÁSICOS.
- Authors
Rosal Nadales, María
- Abstract
This article proposes a didactic intervention in the first year of high school classroom, in the subject of Spanish Language and Literature, with the objective of knowing, interpreting, and valuing the literary heritage through the critical analysis of poems in relation to their historical context and dialogue with the present. Cooperative learning and comparative reading of poems by Renaissance and Baroque authors with works by contemporary poets are used to analyze the ideas, images of women, and literary resources used. This methodology promotes the increase of reader intertextuality and critical analysis of the literary heritage. This article proposes a collaborative methodology for the analysis of sonnets from different periods and authors. It seeks to show how literary works are products of their time but can continue to convey meaning in other periods. It focuses on gender stereotypes and misogyny present in the poems, and seeks to promote critical thinking and interpretation of literary texts. The methodology includes reading, commenting, researching, presenting, and creative writing activities. Additionally, the importance of incorporating a gender perspective in education is highlighted. This text explores the use of irony by Spanish poets in the late 20th century as a tool for subversion against patriarchy. Through humor and irony, the poets reinterpret the texts of our heritage and establish a dialogue with patriarchal models that relegate women to traditional roles. Carmen Jodra's poem is significant in the revision of female models, subverting established stereotypes. A sonnet by Garcilaso de la Vega is also analyzed, which, like Quevedo's poem, contemplates women as poetic objects. Reflection is made on the images of women from the perspective of Carpe diem, through comparative reading with another sonnet by a contemporary author, Laura Campmany. The text deals with literary education through dialogue with the classics. It proposes strategies to facilitate students' access to knowledge of the literary heritage and promote a taste for reading and critical thinking. It focuses on the selection of sonnets from the Renaissance and Baroque, especially those written by women, to question stereotypes and values from a gender perspective. The proposed methodology seeks to establish intertextual links and promote collaborative meaning construction. The article "Young Spanish Poetry in the Digital Era" analyzes the impact of social networks, especially Instagram, on the promotion and dissemination of contemporary Spanish poetry. The authors, Sánchez García and Aparicio Durán, explore how young poets use these platforms to reach new readers and build their personal brand. Additionally, relevant works such as "Conversations and Poems" by Ugalde and "The Forms and Functions of a Feminist Critical Theory" by Zavala are mentioned, which address Spanish female poetry and feminist theory in literature. This article is a useful source for those interested in the relationship between poetry, social networks, and feminist literature in Spain.
- Subjects
SPAIN; FEMINIST literature; LITERARY interpretation; CREATIVE writing; FEMINISM; WOMEN'S writings; VEGA, Garcilaso de la, 1539-1616; SPANISH literature; SONNET; GENDER stereotypes; MISOGYNY
- Publication
Contextos Educativos, 2023, Issue 32, p9
- ISSN
1575-023X
- Publication type
Article
- DOI
10.18172/con.5515