Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy

In the context of the theory of literary contagion, the present article aims to propose techniques to put into practice the didactic strategy of aesthetic modeling. From the observation of the literature classes of writers such as Jorge Luis Borges, Vladimir Nabokov and Julio Cortázar, and from the...

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Autores:
Tipo de recurso:
http://purl.org/coar/resource_type/c_6823
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:001/12750
Acceso en línea:
https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8172
https://repositorio.uptc.edu.co/handle/001/12750
Palabra clave:
Literary contagion
Aesthetic modeling
Didactics of literature techniques
contagio literario
modelado estético y técnicas didácticas literarias.
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License
Derechos de autor 2018 LA PALABRA
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spelling 2018-07-042024-07-05T18:55:43Z2024-07-05T18:55:43Zhttps://revistas.uptc.edu.co/index.php/la_palabra/article/view/817210.19053/01218530.n32.2018.8172https://repositorio.uptc.edu.co/handle/001/12750In the context of the theory of literary contagion, the present article aims to propose techniques to put into practice the didactic strategy of aesthetic modeling. From the observation of the literature classes of writers such as Jorge Luis Borges, Vladimir Nabokov and Julio Cortázar, and from the reflection on the testimonies, opinions and interviews of Daniel Pennac and Luis Landero, we propose three didactic techniques that may serve to awaken the passion for literature in students. These techniques are: expres- sive reading, commented reading and oral narration, conceived as discursive activities that convey the teacher’s emotion and literary experience in the classroom.En el marco de la teoría del contagio literario, el presente artículo tiene el objetivo de proponer las técnicas didácticas para la concreción de la estrategia didáctica del modelado estético. A partir de la observación de las clases de literatura de los escritores Jorge Luis Borges, Vladimir Nabokov y Julio Cortázar y de la reflexión sobre los testimonios, opiniones y entrevistas de Daniel Pennac y Luis Landero, proponemos tres técnicas didácticas que podrían servir para despertar la pasión por la literatura en los estudiantes. Esas técnicas son la lectura expresiva, la lectura comentada y la narración oral y son concebidas como actividades discursivas que trasmiten la emoción y la experiencia literaria del profesor en el aula.  application/pdfapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/la_palabra/article/view/8172/6637https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8172/8040Derechos de autor 2018 LA PALABRAhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf324http://purl.org/coar/access_right/c_abf2La Palabra; No. 32 (2018): Special issue: Relations Between Art and Literature. Dialogues, contaminations, expansions. January-June; 167-180La Palabra; Núm. 32 (2018): Número especial:Relaciones Arte-Literatura. Diálogos, contaminaciones, expansiones. enero-junio; 167-180La Palabra; n. 32 (2018): Janeiro-Junho; 167-1802346-38640121-8530Literary contagionAesthetic modelingDidactics of literature techniquescontagio literariomodelado estético y técnicas didácticas literarias.Didactics of Literature: Didactic Techniques for the Aesthetic Modelling StrategyDidáctica de la literatura: técnicas didácticas de la estrategia del modelado estéticoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6823http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a407http://purl.org/coar/version/c_970fb48d4fbd8a85Altamirano Flores, Federico001/12750oai:repositorio.uptc.edu.co:001/127502025-07-18 11:34:08.11metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
dc.title.es-ES.fl_str_mv Didáctica de la literatura: técnicas didácticas de la estrategia del modelado estético
title Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
spellingShingle Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
Literary contagion
Aesthetic modeling
Didactics of literature techniques
contagio literario
modelado estético y técnicas didácticas literarias.
title_short Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
title_full Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
title_fullStr Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
title_full_unstemmed Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
title_sort Didactics of Literature: Didactic Techniques for the Aesthetic Modelling Strategy
dc.subject.en-US.fl_str_mv Literary contagion
Aesthetic modeling
Didactics of literature techniques
topic Literary contagion
Aesthetic modeling
Didactics of literature techniques
contagio literario
modelado estético y técnicas didácticas literarias.
dc.subject.es-ES.fl_str_mv contagio literario
modelado estético y técnicas didácticas literarias.
description In the context of the theory of literary contagion, the present article aims to propose techniques to put into practice the didactic strategy of aesthetic modeling. From the observation of the literature classes of writers such as Jorge Luis Borges, Vladimir Nabokov and Julio Cortázar, and from the reflection on the testimonies, opinions and interviews of Daniel Pennac and Luis Landero, we propose three didactic techniques that may serve to awaken the passion for literature in students. These techniques are: expres- sive reading, commented reading and oral narration, conceived as discursive activities that convey the teacher’s emotion and literary experience in the classroom.
publishDate 2018
dc.date.accessioned.none.fl_str_mv 2024-07-05T18:55:43Z
dc.date.available.none.fl_str_mv 2024-07-05T18:55:43Z
dc.date.none.fl_str_mv 2018-07-04
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6823
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a407
format http://purl.org/coar/resource_type/c_6823
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8172
10.19053/01218530.n32.2018.8172
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/12750
url https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8172
https://repositorio.uptc.edu.co/handle/001/12750
identifier_str_mv 10.19053/01218530.n32.2018.8172
dc.language.none.fl_str_mv spa
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8172/6637
https://revistas.uptc.edu.co/index.php/la_palabra/article/view/8172/8040
dc.rights.es-ES.fl_str_mv Derechos de autor 2018 LA PALABRA
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf324
rights_invalid_str_mv Derechos de autor 2018 LA PALABRA
https://creativecommons.org/licenses/by-nc-nd/4.0/
http://purl.org/coar/access_right/c_abf324
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
application/xml
dc.publisher.es-ES.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv La Palabra; No. 32 (2018): Special issue: Relations Between Art and Literature. Dialogues, contaminations, expansions. January-June; 167-180
dc.source.es-ES.fl_str_mv La Palabra; Núm. 32 (2018): Número especial:Relaciones Arte-Literatura. Diálogos, contaminaciones, expansiones. enero-junio; 167-180
dc.source.pt-BR.fl_str_mv La Palabra; n. 32 (2018): Janeiro-Junho; 167-180
dc.source.none.fl_str_mv 2346-3864
0121-8530
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
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