Análisis de una secuencia didáctica centrada en la enseñanza de la poesía a partir de prácticas de lectura y escritura en BGU: contenidos movilizados y actividad docente

Abstract

The objective of this proposal is to analyze the activity of teaching literary content (poetry) mediated by reading and writing practices during the implementation of a didactic sequence in the third year of high school. To achieve this objective, a qualitative research will be carried out, a case study with didactic co-design that considers four phases: 1) Collaborative co-design (teacher and researchers) of a didactic sequence with interwoven reading and writing activities around poetry. 2) Implementation of the sequence in the third year of high school at the "Fray Vicente Solano" Educational Unit. 3) Recording of the sequence through audio-recording of classes, collection of students' written productions. 4) Analysis of the data through the theoretical notions proposed from the Theory of Joint Action (Sensevy, 2007), the didactics of reading and writing (Lerner, 2001) the didactics of literature (Margallo, 2011), and the teaching of poetry (Mancero, 2021; Gallardo, 2010). The results are expected to help identify teaching actions that promote students' exercise of reading and writing practices in the classroom, and their potential as tools for teaching disciplinary content (poetry).