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

Abstract

The research that is intended to carry out part of a double problematic, on the one hand, the low level of reading and writing of literary texts of BGU students and, on the other hand, there is little research on the activity of teachers aimed at teaching these practices. As a contribution to fill this gap, the present work aims to analyze the activity of a teacher who seeks to teach his students literary contents from reading and writing practices. To achieve this goal, we observed a didactic sequence focused on teaching the epic genre to a group of 1° Unified General Baccalaureate of the Educational Unit "Antonio Ávila Maldonado", an institution that welcomes a population of adult students. For this purpose, classes for the treatment of the subject were videotaped, written productions of the students were collected, and interviews were conducted in which the teacher is confronted with the traces of his activity (video fragments). For the analysis of the data, the notions of the Theory of Joint Action (Sensevy, 2007), the didactics of reading and writing (Lerner, 2001) and professional didactics were used (Vinatier, 2021; Fernández and Clot, 2010). It is hoped that the results of the research will contribute to the construction of didactic knowledge that will improve teaching practice around the teaching of reading and writing of literary texts.