Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class
In this article, the design of three teaching strategies is proposed to using in class. These strategies are applied to legends that belong to a corpus of traditional literature collected by the project “Reading and writing in Boyacá’s countryside”. The project suggests a teaching sequence composed...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6641
- Fecha de publicación:
- 2021
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/12828
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/la_palabra/article/view/13630
https://repositorio.uptc.edu.co/handle/001/12828
- Palabra clave:
- Legend
didactics
traditional literature
oral literature
reading
Leyenda
didáctica
literatura campesina
literatura oral
lectura
Lenda
didática
literatura camponesa
literatura oral
leitura
- Rights
- License
- Derechos de autor 2021 La Palabra
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Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class |
| dc.title.es-ES.fl_str_mv |
Laberinto, crimen y bestiario local: estrategias didácticas para el uso de la narrativa campesina en el aula |
| dc.title.pt-BR.fl_str_mv |
Labirinto, crime e bestiário local: estratégias didácticas para o uso da narrativa rural na sala de aula |
| title |
Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class |
| spellingShingle |
Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class Legend didactics traditional literature oral literature reading Leyenda didáctica literatura campesina literatura oral lectura Lenda didática literatura camponesa literatura oral leitura |
| title_short |
Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class |
| title_full |
Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class |
| title_fullStr |
Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class |
| title_full_unstemmed |
Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class |
| title_sort |
Labyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the Class |
| dc.subject.en-US.fl_str_mv |
Legend didactics traditional literature oral literature reading |
| topic |
Legend didactics traditional literature oral literature reading Leyenda didáctica literatura campesina literatura oral lectura Lenda didática literatura camponesa literatura oral leitura |
| dc.subject.es-ES.fl_str_mv |
Leyenda didáctica literatura campesina literatura oral lectura |
| dc.subject.pt-BR.fl_str_mv |
Lenda didática literatura camponesa literatura oral leitura |
| description |
In this article, the design of three teaching strategies is proposed to using in class. These strategies are applied to legends that belong to a corpus of traditional literature collected by the project “Reading and writing in Boyacá’s countryside”. The project suggests a teaching sequence composed by objectives, form of text presentation, thematic contents, activities, and evaluation criteria. To developing the sequence, it has made three ludic scenarios that gave value to different central aspects of legends as a literary genre: “the labyrinth of doors in the castle of crying”, “the research about the kidnap of a child”, and a kind of “local bestiary”. Before the application of each teaching strategy, the article observes the characteristics of the genre, and it is defined. Finally, it proposes the classification of legends to categorize the collected stories. This study contributes, previously, to an understanding of the thematic content of the three teaching strategies. |
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2021 |
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2024-07-05T18:55:51Z |
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2024-07-05T18:55:51Z |
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2021-12-30 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6641 |
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https://repositorio.uptc.edu.co/handle/001/12828 |
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https://revistas.uptc.edu.co/index.php/la_palabra/article/view/13630/11449 https://revistas.uptc.edu.co/index.php/la_palabra/article/view/13630/11694 |
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Derechos de autor 2021 La Palabra https://creativecommons.org/licenses/by-nc-nd/4.0/ |
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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. 41 (2021): Miscellaneous issue; 1-18 |
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La Palabra; Núm. 41 (2021): Número Misceláneo; 1-18 |
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La Palabra; n. 41 (2021): Miscelâneo; 1-18 |
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2346-3864 0121-8530 |
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Repositorio Institucional UPTC |
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2021-12-302024-07-05T18:55:51Z2024-07-05T18:55:51Zhttps://revistas.uptc.edu.co/index.php/la_palabra/article/view/1363010.19053/01218530.n42.2021.13630https://repositorio.uptc.edu.co/handle/001/12828In this article, the design of three teaching strategies is proposed to using in class. These strategies are applied to legends that belong to a corpus of traditional literature collected by the project “Reading and writing in Boyacá’s countryside”. The project suggests a teaching sequence composed by objectives, form of text presentation, thematic contents, activities, and evaluation criteria. To developing the sequence, it has made three ludic scenarios that gave value to different central aspects of legends as a literary genre: “the labyrinth of doors in the castle of crying”, “the research about the kidnap of a child”, and a kind of “local bestiary”. Before the application of each teaching strategy, the article observes the characteristics of the genre, and it is defined. Finally, it proposes the classification of legends to categorize the collected stories. This study contributes, previously, to an understanding of the thematic content of the three teaching strategies.En este artículo se propone el diseño de tres unidades di- dácticas a través de las cuales podrán ser aprovechadas en el aula las leyendas que hacen parte del corpus de literatura campesina recogido por el proyecto “Lecturas y escrituras en la ruralidad boyacense”. Se plantea una secuencia didáctica compuesta por objetivos, formato de presentación de textos, contenidos temáticos, actividades y criterios de evaluación. Para desarrollarla se han elaborado tres escenarios lúdicos que valoran diferentes aspectos centrales del género de la le- yenda: el laberinto de puertas del castillo del llanto, la inves- tigación sobre el rapto de un niño y una especie de bestiario local. Antes de la materialización didáctica, serán observadas las características del género, su concepto y una clasificación sobre los de tipos de leyenda en la que son categorizados los relatos recogidos. Lo anterior permitirá comprender a priori el contenido temático de las tres unidades.Neste artigo propõe o projeto de três unidades didáticas através das quais as lendas que fazem parte do corpus de literatura camponesa coletada pelo projeto “Leituras e escritas em Boyacá rural” podem ser usadas em sala de aula. É proposta uma seqüência de ensino, que consiste em objetivos, formato de apresentação do texto, conteúdo temático, atividades e critérios de avaliação. Para desenvolvê-la, foram elaborados três cenários lúdicos que valorizam dife- rentes aspectos centrais do gênero lendário: o labirinto de portas do castelo chorão, a inves- tigação do rapto de uma criança e uma espécie de bestiário local. Antes da materialização didática, são observadas as características do gênero, seu conceito e uma proposta de classi- ficação dos tipos de lendas nas quais as histórias coletadas são categorizadas. Isto permitirá uma compreensão a priori do conteúdo temático das três unidades.application/pdftext/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/la_palabra/article/view/13630/11449https://revistas.uptc.edu.co/index.php/la_palabra/article/view/13630/11694Derechos de autor 2021 La Palabrahttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf142http://purl.org/coar/access_right/c_abf2La Palabra; No. 41 (2021): Miscellaneous issue; 1-18La Palabra; Núm. 41 (2021): Número Misceláneo; 1-18La Palabra; n. 41 (2021): Miscelâneo; 1-182346-38640121-8530Legenddidacticstraditional literatureoral literaturereadingLeyendadidácticaliteratura campesinaliteratura orallecturaLendadidáticaliteratura camponesaliteratura oralleituraLabyrinth, Crime and Local Bestiary: Didactic Strategies to Using Traditional Narrative in the ClassLaberinto, crimen y bestiario local: estrategias didácticas para el uso de la narrativa campesina en el aulaLabirinto, crime e bestiário local: estratégias didácticas para o uso da narrativa rural na sala de aulainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6641http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a225http://purl.org/coar/version/c_970fb48d4fbd8a85Becerra Lagos, José Inocencio001/12828oai:repositorio.uptc.edu.co:001/128282025-07-18 11:33:54.119metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |