SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | preprint |
Idioma: | spa |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/3210 |
Resumo: | This article is part of an emerging research line: school literary reading as a matter of social justice. The main purpose of this text is to analyse the literary reading practices documented by the scientific community, both critically and descriptively. For such purposes, a methodology of bibliographic analysis divided into three moments is used: tracing, analysis and presentation of results. The analytical corpus (25 texts) recognizes two blocks of evidence: those that refer to the scholarly nature of literary reading, and those that account for the same object but are documented from the theoretical framework of justice (or tributing to it). Among the most relevant findings: a good part of the practices reported are in tune with reading as a universal technology and with literary education from its reading-interpretative approach. On the other hand, to a lesser extent, reading practices are questioned or designed from justice as a political, epistemic and didactic framework. The relevance of this work lies in proposing, from the identification of agendas, meanings and critical knots, some pedagogical challenges that could pave the way for new studies and enable reflection on the political connotations of school literary reading. |
id |
SCI-1_e7f184849019361b2f8a711f94f90f5e |
---|---|
oai_identifier_str |
oai:ops.preprints.scielo.org:preprint/3210 |
network_acronym_str |
SCI-1 |
network_name_str |
SciELO Preprints |
repository_id_str |
|
spelling |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICEPRÁCTICAS DE LECTURA LITERARIA ESCOLAR: REVISIÓN CRÍTICA DE SU AGENDA Y DESAFÍOS EN CLAVE DE JUSTICIA SOCIALPRÁTICAS DE LEITURA LITERÁRIA ESCOLAR: REVISÃO CRÍTICA DE SUA AGENDA E DESAFIOS CHAVE PARA A JUSTIÇA SOCIALEducação literáriajusticia socialleituraLiterary educationsocial justicereadingEducación literariajusticia sociallecturaThis article is part of an emerging research line: school literary reading as a matter of social justice. The main purpose of this text is to analyse the literary reading practices documented by the scientific community, both critically and descriptively. For such purposes, a methodology of bibliographic analysis divided into three moments is used: tracing, analysis and presentation of results. The analytical corpus (25 texts) recognizes two blocks of evidence: those that refer to the scholarly nature of literary reading, and those that account for the same object but are documented from the theoretical framework of justice (or tributing to it). Among the most relevant findings: a good part of the practices reported are in tune with reading as a universal technology and with literary education from its reading-interpretative approach. On the other hand, to a lesser extent, reading practices are questioned or designed from justice as a political, epistemic and didactic framework. The relevance of this work lies in proposing, from the identification of agendas, meanings and critical knots, some pedagogical challenges that could pave the way for new studies and enable reflection on the political connotations of school literary reading.El presente artículo se enmarca en una línea investigativa emergente: la lectura literaria escolar en clave de justicia social. El principal propósito del texto es analizar, crítica y descriptivamente, las prácticas lectoliterarias documentadas por la comunidad científica. Para tales fines, se emplea una metodología de análisis bibliográfico dividida en tres momentos: rastreo, análisis y presentación de resultados. El corpus analítico (25 textos) reconoce dos bloques de evidencias: aquellas que refieren al ser escolar de la lectura literaria, y aquellas que dan cuenta del mismo objeto pero se documentan desde el marco teórico de la justicia (o tributándole). Entre los hallazgos destacan: buena parte de las prácticas reportadas sintonizan con la lectura como tecnología universal y con la educación literaria desde su enfoque lectointerpretativo, mientras que, en menor medida, las prácticas lectoras son interpeladas o diseñadas desde la justicia como marco político, epistémico y didáctico. La relevancia del trabajo está en proponer, a partir de la identificación de agendas, sentidos y nudos críticos, algunos desafíos pedagógicos que allanen la ruta para nuevas investigaciones y posibiliten la reflexión sobre el quehacer político de la lectura literaria escolar.Este artigo faz parte de uma linha de pesquisa emergente: a leitura literária escolar na chave da justiça social. O objetivo principal do texto é analisar, de forma crítica e descritiva, as práticas lectoliterárias documentadas pela comunidade científica. Para tanto, utiliza-se uma metodologia de análise bibliográfica dividida em três momentos: acompanhamento, análise e apresentação dos resultados. O corpus analítico (25 textos) reconhece dois blocos de evidências: as que se referem ao ser escolar da leitura literária, e as que dão conta do mesmo objeto, mas são documentadas a partir do referencial teórico da justiça (ou homenagem). Dentre os achados, destacam-se: boa parte das práticas relatadas estão em sintonia com a leitura como tecnologia universal e com a educação literária desde sua abordagem leitura-interpretativa, enquanto, em menor medida, as práticas de leitura são questionadas ou concebidas a partir de a justiça como arcabouço político, epistêmico e didático. A relevância do trabalho é propor, a partir da identificação de agendas, significados e nós críticos, alguns desafios pedagógicos que abram caminhos para novas pesquisas e permitam a reflexão sobre a tarefa política da leitura literária escolar.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-11-16info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/321010.1590/SciELOPreprints.3210spahttps://preprints.scielo.org/index.php/scielo/article/view/3210/5762Copyright (c) 2021 Ricardo Sánchez Larahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSánchez Lara, Ricardoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-11-15T17:10:28Zoai:ops.preprints.scielo.org:preprint/3210Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-11-15T17:10:28SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE PRÁCTICAS DE LECTURA LITERARIA ESCOLAR: REVISIÓN CRÍTICA DE SU AGENDA Y DESAFÍOS EN CLAVE DE JUSTICIA SOCIAL PRÁTICAS DE LEITURA LITERÁRIA ESCOLAR: REVISÃO CRÍTICA DE SUA AGENDA E DESAFIOS CHAVE PARA A JUSTIÇA SOCIAL |
title |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE |
spellingShingle |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE Sánchez Lara, Ricardo Educação literária justicia social leitura Literary education social justice reading Educación literaria justicia social lectura |
title_short |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE |
title_full |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE |
title_fullStr |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE |
title_full_unstemmed |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE |
title_sort |
SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE |
author |
Sánchez Lara, Ricardo |
author_facet |
Sánchez Lara, Ricardo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Sánchez Lara, Ricardo |
dc.subject.por.fl_str_mv |
Educação literária justicia social leitura Literary education social justice reading Educación literaria justicia social lectura |
topic |
Educação literária justicia social leitura Literary education social justice reading Educación literaria justicia social lectura |
description |
This article is part of an emerging research line: school literary reading as a matter of social justice. The main purpose of this text is to analyse the literary reading practices documented by the scientific community, both critically and descriptively. For such purposes, a methodology of bibliographic analysis divided into three moments is used: tracing, analysis and presentation of results. The analytical corpus (25 texts) recognizes two blocks of evidence: those that refer to the scholarly nature of literary reading, and those that account for the same object but are documented from the theoretical framework of justice (or tributing to it). Among the most relevant findings: a good part of the practices reported are in tune with reading as a universal technology and with literary education from its reading-interpretative approach. On the other hand, to a lesser extent, reading practices are questioned or designed from justice as a political, epistemic and didactic framework. The relevance of this work lies in proposing, from the identification of agendas, meanings and critical knots, some pedagogical challenges that could pave the way for new studies and enable reflection on the political connotations of school literary reading. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/3210 10.1590/SciELOPreprints.3210 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/3210 |
identifier_str_mv |
10.1590/SciELOPreprints.3210 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/3210/5762 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Ricardo Sánchez Lara https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Ricardo Sánchez Lara https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
dc.source.none.fl_str_mv |
reponame:SciELO Preprints instname:SciELO instacron:SCI |
instname_str |
SciELO |
instacron_str |
SCI |
institution |
SCI |
reponame_str |
SciELO Preprints |
collection |
SciELO Preprints |
repository.name.fl_str_mv |
SciELO Preprints - SciELO |
repository.mail.fl_str_mv |
scielo.submission@scielo.org |
_version_ |
1797047825730633728 |