En los últimos años, la investigación en el campo de la educación ha cuestionado los objetivos y métodos de la enseñanza literaria a la luz de los cambios introducidos por el Marco Común Europeo de Referencia para las Lenguas (MCER). El debate se ha centrado, en particular, en la oportunidad de adoptar la perspectiva del aprendizaje orientado a la acción, cuya definición parece incompatible con el ideal tradicional de la formación humanista. Al contrario, estamos convencidas de que las dos perspectivas coinciden en muchos aspectos y que el texto literario puede contribuir en la formación del individuo y ciudadano: es posible configurar la didáctica literaria para transmitir no solo unos conocimientos disciplinares sino también unas competencias transversales que pueden reutilizarse fuera del contexto de la formación. En este sentido, las tecnologías digitales son una herramienta privilegiada para sumergir a los estudiantes en situaciones reales donde puedan llevar a cabo tareas auténticas. En este articulo presentamos dos experiencias de lectura que tuvieron lugar en Italia dentro de un curso universitario de literatura francesa contemporánea, basadas en la transposición en el mundo virtual de un diario del lector y un club de lectura. Tras la descripción de las plataformas utilizadas y el análisis de los datos obtenidos, formulamos una propuesta para la enseñanza de la lectura literaria en la universidad.
In recent years, research in education has repeatedly questioned the objectives and methods of literary teaching, with particular attention to the opportunity of adopting an action-oriented perspective, as recommended by the Common European Framework of Reference for Languages (CEFRL), even though this approach might appear contradictory with traditional humanistic education. We claim that these two perspectives are actually not opposed but share many aspects; literary reading may play an important role in people development, provided it is shaped so as to foster not only the acquisition of content knowledge but also the development of transversal skills, in line with CEFRL recommendations. Digital technologies provide a powerful support to create effective contexts where students can carry out real tasks. This paper concerns two experiences of teaching literary reading in a course of contemporary French literature offered by an Italian university, carried out in an online learning environment integrating usual discussion tools with a reading circle and a reader's diary. Analysing the outcomes of these experiences and highlighting what skills can be developed by this activity will lead us to formulate an innovative proposal to teaching literary reading at university level.
Literatura en lengua extranjera y competencias: una propuesta para la didáctica universitaria
Giuliana Dettori
2018
Abstract
In recent years, research in education has repeatedly questioned the objectives and methods of literary teaching, with particular attention to the opportunity of adopting an action-oriented perspective, as recommended by the Common European Framework of Reference for Languages (CEFRL), even though this approach might appear contradictory with traditional humanistic education. We claim that these two perspectives are actually not opposed but share many aspects; literary reading may play an important role in people development, provided it is shaped so as to foster not only the acquisition of content knowledge but also the development of transversal skills, in line with CEFRL recommendations. Digital technologies provide a powerful support to create effective contexts where students can carry out real tasks. This paper concerns two experiences of teaching literary reading in a course of contemporary French literature offered by an Italian university, carried out in an online learning environment integrating usual discussion tools with a reading circle and a reader's diary. Analysing the outcomes of these experiences and highlighting what skills can be developed by this activity will lead us to formulate an innovative proposal to teaching literary reading at university level.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.