PROCEDURES FOR CLOSE TO HIGH SCHOOL STUDENTS TO LITERATURE
Gabriela Vela Acosta and Lina Paola Garcia Molina
University National teaching English and English Lic
Interdisciplinary Research II
University National teaching English and English Lic
Interdisciplinary Research II
Teaching literature in school
Summary:
In this research we undertook a study of methods used in school FDI Andrés Bello, en el grado 1104 en el ámbito de la enseñanza de la literatura. Para esto realizamos varias observaciones, hablamos con la pedagoga encargada, Patricia Rey, y con los estudiantes de este grado y de esta especifica clase en repetidas ocasiones para concluir la efectividad de las estrategias que el profesor implementaba en el aula para crear interés de parte de los estudiantes hacia la literatura, con el fin de que nosotras, como futuras pedagogas, llegáramos a comprender de una forma más clara lo que funciona y lo que no funciona en el aula con el fin de lograr nuestro objetivo que es acercar los estudiantes a la literatura.
Abstract:
In this research, was done a study about the methods used in the I.E.D Andrés Bello School, in 1104 grade, about the techniques to teach literatures. To reach this goal, we did many observations. We spoke with the teacher Patricia Rey and with the students to conclude the functionality of the strategies implemented by the teacher in the classroom to find interest from the students towards the literature, for us to understand in a clearer way what is useful in the classroom to reach our objective, to create a closer relation between the literature and the students.
Palabras clave:
Literatura, pedagogía, metodología, aula de clase, interés.
Literatura, pedagogía, metodología, aula de clase, interés.
Key words:
In this research was to observe the methods used in the classroom to generate interest in students towards literature. Given that the place where we did the research work had a program with good literary material, we decided to investigate and teaching methods proposed by the teacher there and check the robustness of these by students in order to recognize what failures and what these methods have strengths. Since March of this year, it was through visits and approaches to different schools in the city of Bogotá, to find the right place to respond to our research. It was not until September, a few months later, we found the school, grade and teacher.
From a theoretical framework focused on literature and school, we address issues ranging from the cognitive and sociocultural. Expert writers and theorists of literature teaching Teresa Colomer, Berta López and Gustavo Bombini, among others, gave us the guidelines for understanding the process of teaching literature as essential to know the student and generated in the discursive tools, analytical and cognitive skills that provide a meaningful learning social and cultural identity of self through literature.
Theories Bruno Bettelheim and LS Vygotsky [1] on the imagination and attitudes generated through literature in a subject, also gave us a foundation for understanding the process of teaching and learning of literature as part of development personal and cognitive development of an individual school.
Currently, the Colombian situation regarding the teaching of literature is very disappointing, there are many things that are planned and stipulated by the ministry of education, but there are few things that are being made in the classroom; Likewise, the statistics Bogota say is read, when the reality is something quite different. The truth is that while we shield much on such things as time and economy, the most influential factor in the lack of interest in reading that exists in Colombia today is linked to culture, to the vision we have of what which is read and the value that is given to literature. Generation after generation has said that the letter enters with blood, and the literature has been and still is for many a problem, which was fought to finish his duties with the academy. In this regard Fernando Vasquez Rodriguez, educator and researcher in reading and writing said in an interview: Showing the
the student that there are multiple ways of reading, which is not read only the eyes, we read with the body, we can read a text, but also spaces like the city. Similarly, teaching that can be read symbolically and structurally or from ... There are indications or evidence that show students who read differently by gender and by age. Moreover, the class itself could be a laboratory to invite young readers to spell out his readings as a way to validate those other ways of reading. Through assessments
how are you saw extremely important that literature has to do with the student, that is, it the student can identify personal and culturally, and that its themes are conducive and relevant according to the social environment where this will be unfolding as an individual. By involving teaching and teaching methods based on the sociocultural context in which they are managed should not be viewed negatively but rather as an aspect of great value and benefit to both sides: teacher and student.
how are you saw extremely important that literature has to do with the student, that is, it the student can identify personal and culturally, and that its themes are conducive and relevant according to the social environment where this will be unfolding as an individual. By involving teaching and teaching methods based on the sociocultural context in which they are managed should not be viewed negatively but rather as an aspect of great value and benefit to both sides: teacher and student.
Finally it is important to talk about the methodology to be used and at this point is perhaps impossible to speak of whatsoever, what I recommend is that teachers make a prior assessment of the group with which they are treated, taking into account factors above and beyond these the attitudes of students. Thus the use of one or more methods will be important to help include reading in the day to day now, also finding a proper measure of discipline and condescension.
This concludes perhaps most important points to consider when presenting literature to life of any individual. Teachers come to finally be mediators between literature and the students, who ultimately must take reading as an activity of interest and not as an unpleasant duty and imposition of the academy. All teachers of literature should be careful with their work, which affect the relationship of many students with literature. Sample and population
work with the 1104 grade 26 students of the school day afternoon of FDI Andrés Bello. Their ages range from 16 to 21 years. And with Professor Patricia King, who runs the English space that is dictated there.
classes were in English, which have a content-rich literature and what led us to a more relevant exercise our research and we facilitated the work with students.
In order to understand their methods of approach to literature, we hold a free and 5 visits to the school in which we demonstrate how to carry out these methods. In addition, we conducted surveys of current students in order to account for the effectiveness of these proposals. Results
In visits to the school we saw the area developed the program of English and knew the way as he drove his class teacher Patricia and literature content.
As one of the exercises to do to show the relevance of our research was to propose and implement a workshop in which students propose bring to literature with unusual methods. The workshop we held was in communion with the readings given by Professor and an activity in which students could express through painting or acting representation they had finished reading.
The exercise went very well. All students participated and deduce that provide exercises where the student will combine knowledge of literature with activities that can express different skills.
Students are active and participatory. Show interest and appreciation for the activities proposed. They carry a good relationship with the teacher and this socialization makes handled freely without fear of being judged by what they think, and this in turn causes more critical and know something related to literature or on some books.
However, there are aspects that can not be evidenced within the classroom but outside it, which is the record low reading students. They read in class and English class, but many do not read for pleasure and have realized how interesting and exciting it was his reading for the class. This will divert some of our central theme but is imposed as a research question in the future.
work with the 1104 grade 26 students of the school day afternoon of FDI Andrés Bello. Their ages range from 16 to 21 years. And with Professor Patricia King, who runs the English space that is dictated there.
classes were in English, which have a content-rich literature and what led us to a more relevant exercise our research and we facilitated the work with students.
In order to understand their methods of approach to literature, we hold a free and 5 visits to the school in which we demonstrate how to carry out these methods. In addition, we conducted surveys of current students in order to account for the effectiveness of these proposals. Results
In visits to the school we saw the area developed the program of English and knew the way as he drove his class teacher Patricia and literature content.
As one of the exercises to do to show the relevance of our research was to propose and implement a workshop in which students propose bring to literature with unusual methods. The workshop we held was in communion with the readings given by Professor and an activity in which students could express through painting or acting representation they had finished reading.
The exercise went very well. All students participated and deduce that provide exercises where the student will combine knowledge of literature with activities that can express different skills.
Students are active and participatory. Show interest and appreciation for the activities proposed. They carry a good relationship with the teacher and this socialization makes handled freely without fear of being judged by what they think, and this in turn causes more critical and know something related to literature or on some books.
However, there are aspects that can not be evidenced within the classroom but outside it, which is the record low reading students. They read in class and English class, but many do not read for pleasure and have realized how interesting and exciting it was his reading for the class. This will divert some of our central theme but is imposed as a research question in the future.
Few boys who did not read. We see this as an obstacle as this can happen. In addition, it was not for lack of student interest, but by outsiders to this. There were cases in which the boys changed the titles of books to read because I was not comfortable or interesting reading. On one occasion a student told the teacher that I would not read Mario Mendoza Satan because it did not seem appropriate, given their religious beliefs and language and the actions narrated in the book. In others, some guys were not helpful to read "School for Women" by Moliere because they wanted to avoid misunderstandings with those who see them reading something with that title. Despite these views, most generated by the prejudices of some other boys or dogmas that lack of interest, the teacher always looking for ways in which they feel comfortable with their reading and that still does not feel excluded from the assessments and socialization.
conclude by saying that all these activities were very useful for our research and also gave us guidelines for our own procedures.
Conclusions Given the complex environment in which teachers move, it should be clear that a speech is not enough to include reading in the lives of students. So are proposals to create acceptance among those who have not had much contact with the literature. The authors propose among other activities, performing plays, puppet shows, talks, poetry and storytelling, draw the characters in stories based on the narratives of the text and additional data that his own imagination has given them so we can make it to places and situations. Similar things can be done to bring them to the contextual framework in which this text was written. Over time they can give more complex telling the story, reconstructing it with questions to understand this emphasis on the core narrative, we can draw all parts of the story and other similar activities.
[1] "Psychoanalysis of the fairy tale" - Bruno Bettelheim
"Imagination and art in children" - LS Vygotsky
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