Literature, political subjectivity and education. A Triad for Reflection
Reading literature affects the subjective dimension of students and teachers, as well as readers and writ ers, and configures itself differently, taking into account the assymetry between agents. This article re- views the relation between the reading of literature and political subjectivity in the...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6712
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/12749
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8171
https://repositorio.uptc.edu.co/handle/001/12749
- Palabra clave:
- Political subjectivity
Literature
Narrative identity
Reading education
subjetividad política
literatura
identidad narrativa
formación lectora.
- Rights
- License
- Derechos de autor 2018 LA PALABRA
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2018-07-042024-07-05T18:55:43Z2024-07-05T18:55:43Zhttps://revistas.uptc.edu.co/index.php/la_palabra/article/view/817110.19053/01218530.n32.2018.8171https://repositorio.uptc.edu.co/handle/001/12749Reading literature affects the subjective dimension of students and teachers, as well as readers and writ ers, and configures itself differently, taking into account the assymetry between agents. This article re- views the relation between the reading of literature and political subjectivity in the educational context, taking into account the importance given to the school and university as scenarios for the education of citizens. We propose that literature contributes decisively to the political configuration of children and young adults; this implies providing them with tools for the exercise of power and specifically oriented pedagogical action. The theorists discussed are Ruíz and Prada (2012), Nussbaum (1995, 1997, 2001, 2005, 2010) and Ricoeur (1996).La dimensión subjetiva de la lectura de literatura afecta a estudiantes y profesores, así como a lectores y escritores, la cual se configura de diferente modo, teniendo en cuenta la asimetría entre los actores. En este artículo, se revisa la relación entre la lectura de literatura y la subjetividad política en el ámbito educativo, entendiendo la importancia que se le otorga a la escuela y a la universidad, como escenarios de formación de ciudadanos. Se plantea que la literatura contribuye, de modo decisivo, a la configuración política de niños y jóvenes, lo cual supone darles herramientas para el ejercicio del poder y una acción pedagógica intencionada. En la revisión temática, se retomaron especialmente a Ruíz y Prada (2012), Nussbaum (1995, 1997, 2001, 2005, 2010) y Ricoeur (1996).application/pdfapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/la_palabra/article/view/8171/6635https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8171/8039Derechos de autor 2018 LA PALABRAhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf213http://purl.org/coar/access_right/c_abf2La Palabra; No. 32 (2018): Special issue: Relations Between Art and Literature. Dialogues, contaminations, expansions. January-June; 155-166La Palabra; Núm. 32 (2018): Número especial:Relaciones Arte-Literatura. Diálogos, contaminaciones, expansiones. enero-junio; 155-166La Palabra; n. 32 (2018): Janeiro-Junho; 155-1662346-38640121-8530Political subjectivityLiteratureNarrative identityReading educationsubjetividad políticaliteraturaidentidad narrativaformación lectora.Literature, political subjectivity and education. A Triad for ReflectionLiteratura, Subjetividad Política y Educación. Una tríada para pensarinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6712http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a296http://purl.org/coar/version/c_970fb48d4fbd8a85Moreno Mosquera, Emilce001/12749oai:repositorio.uptc.edu.co:001/127492025-07-18 11:34:00.79metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |
| dc.title.en-US.fl_str_mv |
Literature, political subjectivity and education. A Triad for Reflection |
| dc.title.es-ES.fl_str_mv |
Literatura, Subjetividad Política y Educación. Una tríada para pensar |
| title |
Literature, political subjectivity and education. A Triad for Reflection |
| spellingShingle |
Literature, political subjectivity and education. A Triad for Reflection Political subjectivity Literature Narrative identity Reading education subjetividad política literatura identidad narrativa formación lectora. |
| title_short |
Literature, political subjectivity and education. A Triad for Reflection |
| title_full |
Literature, political subjectivity and education. A Triad for Reflection |
| title_fullStr |
Literature, political subjectivity and education. A Triad for Reflection |
| title_full_unstemmed |
Literature, political subjectivity and education. A Triad for Reflection |
| title_sort |
Literature, political subjectivity and education. A Triad for Reflection |
| dc.subject.en-US.fl_str_mv |
Political subjectivity Literature Narrative identity Reading education |
| topic |
Political subjectivity Literature Narrative identity Reading education subjetividad política literatura identidad narrativa formación lectora. |
| dc.subject.es-ES.fl_str_mv |
subjetividad política literatura identidad narrativa formación lectora. |
| description |
Reading literature affects the subjective dimension of students and teachers, as well as readers and writ ers, and configures itself differently, taking into account the assymetry between agents. This article re- views the relation between the reading of literature and political subjectivity in the educational context, taking into account the importance given to the school and university as scenarios for the education of citizens. We propose that literature contributes decisively to the political configuration of children and young adults; this implies providing them with tools for the exercise of power and specifically oriented pedagogical action. The theorists discussed are Ruíz and Prada (2012), Nussbaum (1995, 1997, 2001, 2005, 2010) and Ricoeur (1996). |
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2018 |
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2024-07-05T18:55:43Z |
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2024-07-05T18:55:43Z |
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2018-07-04 |
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info:eu-repo/semantics/article |
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https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8171 10.19053/01218530.n32.2018.8171 |
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https://repositorio.uptc.edu.co/handle/001/12749 |
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https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8171 https://repositorio.uptc.edu.co/handle/001/12749 |
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10.19053/01218530.n32.2018.8171 |
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spa |
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https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8171/6635 https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8171/8039 |
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Derechos de autor 2018 LA PALABRA https://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Derechos de autor 2018 LA PALABRA https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf213 http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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La Palabra; No. 32 (2018): Special issue: Relations Between Art and Literature. Dialogues, contaminations, expansions. January-June; 155-166 |
| dc.source.es-ES.fl_str_mv |
La Palabra; Núm. 32 (2018): Número especial:Relaciones Arte-Literatura. Diálogos, contaminaciones, expansiones. enero-junio; 155-166 |
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La Palabra; n. 32 (2018): Janeiro-Junho; 155-166 |
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2346-3864 0121-8530 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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