Feminidad, pedagogía y literatura: desarrollo e implementación de una estrategia didáctica orientada a la enseñanza de las obras narrativas mujeres de ojos grandes, historias de mujeres e impúdicas en el nivel de secundaria a través del enfoque por competencias comunicativas
Fecha
2022
Tipo
tesis de maestría
Autores
Velásquez Acuña, Nicole Gabriela
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Resumen
A raíz de la reforma curricular de 2018, en área de Español se amplió la literatura escrita por mujeres y con ello se abrió la posibilidad de tener espacios de reflexión en el aula acerca de la situación de la mujer. Además, el nuevo enfoque por competencias del programa de estudios de Español permite la posibilidad de vincular la literatura con las demás habilidades comunicativas. De ahí que el objetivo del trabajo de investigación sea desarrollar una estrategia didáctica por medio del enfoque por competencias que propicie, en los estudiantes, una lectura alternativa de la figura femenina en obras narrativas escritas por mujeres; ejemplificado en las novelas: Historias de mujeres de Rosa Montero, Mujeres de ojos grandes de Ángeles Mastretta e Impúdicas de Arabella Salaverry; en tres diferentes niveles de secundaria, con el fin de facilitar una mayor criticidad en el estudiantado sobre la equidad de género.
Para ello se aplicó una propuesta didáctica de trabajo en tres diferentes niveles de secundaria (noveno, décimo y undécimo) en la población del Colegio Nacional Virtual Marco Tulio Salazar, sede Liceo de Tucurrique, perteneciente a la Dirección Regional de Educación de Turrialba-Jiménez. Debido a las características de los estudiantes resultaron ser una población susceptible ante la propuesta.
Tras la aplicación y el análisis de los comentarios emitidos por los estudiantes se clasificaron en tres diferentes estadios actitudinales y se lograron evidenciar algunos cambios. Sin embargo, se considera necesario exponer a los estudiantes de manera más prolongada a propuestas de este tipo (con perspectiva de género) a fin de que los resultados puedan encausarse aún más hacia una actitud igualitaria.
As a result of the 2018 curricular reform, the literature written by women was expanded in the Spanish area. This opened the possibility of having spaces for reflection in the classroom about the situation of women. In addition, the Spanish study program's new competency-based approach allows for linking literature with other communication skills. Hence, the objective of the research work is to develop a didactic strategy through the competency-based approach that encourages in the students an alternative reading of the female figure in narrative works written by women, exemplified in the novels: Historias de mujeres by Rosa Montero, Mujeres de ojos grandes by Ángeles Mastretta and Impúdicas by Arabella Salaverry; in three different secondary levels, to incentive a criticality thinking in the students on gender equity. For this, a didactic approach proposal was applied in three different secondary levels (ninth, tenth and eleventh) in the Marco Tulio Salazar National High School, Liceo de Tucurrique campus, belonging to the Turrialba-Jiménez Regional Directorate of Education. Due to the characteristics of the students, they turned out to be a susceptible population for the proposal. After the application and analysis of the comments issued by the students, they were classified into three different attitudinal stages, and some changes were evidenced. However, it is considered necessary to expose students for a more extended period to proposals of this type (with a gender perspective) so that the results can be further channeled towards an egalitarian attitude.
As a result of the 2018 curricular reform, the literature written by women was expanded in the Spanish area. This opened the possibility of having spaces for reflection in the classroom about the situation of women. In addition, the Spanish study program's new competency-based approach allows for linking literature with other communication skills. Hence, the objective of the research work is to develop a didactic strategy through the competency-based approach that encourages in the students an alternative reading of the female figure in narrative works written by women, exemplified in the novels: Historias de mujeres by Rosa Montero, Mujeres de ojos grandes by Ángeles Mastretta and Impúdicas by Arabella Salaverry; in three different secondary levels, to incentive a criticality thinking in the students on gender equity. For this, a didactic approach proposal was applied in three different secondary levels (ninth, tenth and eleventh) in the Marco Tulio Salazar National High School, Liceo de Tucurrique campus, belonging to the Turrialba-Jiménez Regional Directorate of Education. Due to the characteristics of the students, they turned out to be a susceptible population for the proposal. After the application and analysis of the comments issued by the students, they were classified into three different attitudinal stages, and some changes were evidenced. However, it is considered necessary to expose students for a more extended period to proposals of this type (with a gender perspective) so that the results can be further channeled towards an egalitarian attitude.
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ENSEÑANZA DE LA LITERATURA, ENSEÑANZA SECUNDARIA, LITERATURA, Literatura escrita por mujeres, Competencias comunicativas, Pedagogía feminista