Leer para aprender: secuencia didáctica de lectura crítica de cuentos hispanoamericanos del siglo XXI para la enseñanza de educación sexual escolar

Abstract

Nowadays, sexuality has taken greater importance in the educational and sociopolitical scope. Nevertheless, there are subjects that have been overlooked in the Ecuadorian educational institutions. One of these topics is menstruation; despite having its upbringing on internal and external projects on the formal education system, others advocating for its use, and the commercialism of the alternative feminine hygiene products, there has not been an encouragement within the academic institutions to introduce it furthermore by implementing critical thinking in the topic. With this context, nowadays, female writers around the world have been striving to represent the social, cultural and political taboo surrounding menstruation through children’s literature with a didactic purpose. Taking into consideration that reading is a continuous process to comprehension and critical thinking in every subject of the educational system, the work we present pretends to develop their skills and competence with critical reading, specific on the taboo topic of menstruation via hispanic-american children's literature from the XXI century. Readings will be presented to eighth grade students from the basic general education system, following a didactic sequence along with the sexual education program proposed by the Ministry of Education. Therefore, the focus became the elaboration of a didactic sequence based on the critique and analysis of literature. The previously mentioned sequence was created to answer the question: In what manner can we achieve a critical reading of the taboo topic of menstruation within the eighth graders of the basic general education through children’s literature, in order to contribute to the school’s curriculum of sexual education? To answer the question, we opt for a qualitative methodology of the didactic nature (Godino, 2013), divided in two parts; we have the literary analysis of the corpus, with a hermeneutical approach based on the proposal by Antonio Garrido (2004) regarding the hermeneutic loop. Subsequently, we suggest, from a cognitive and social focus with a base on reading to learn, a didactic sequence is established through the interaction theory by Solé (1992/2014) & Sensevy (2007), the theory of didactic situations by Brousseau (2007) and the composition of the didactic sequences by Díaz Barriga (2013). This sequence was developed in the Educational Institution Herlinda Toral with the collaboration of the eighth grade of the basic general education class “A”, in which 36 students participated, who broadened their knowledge and defended their own critical position about the topic