La educación literaria desde el paradigma del pensamiento del profesorado: aportaciones de un estudio de caso colectivo en Secundaria

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                            [a] => The development in recent decades of a research paradigm centered around the beliefs and knowledge of the teachers has helped to understand the decisions that take place during the process of planification, intervention and evaluation and the causes of educators' skepticism towards change. This research area frames the qualitative research that is presented here: a collective case study of the concepts and practices of literary education and canon that secondary education teachers manifest. The overall goal is to know the criteria considered when it comes to choosing the formative canon of the reading itinerary in this particular educative stage along with the modalities of literary readings and the activities conducted in the classroom. The results reveal a considerable persistence of patrimonial literary canon, an emerging normalization of juvenile literature only in personal itineraries with practically no teachers ́ intervention and the lack of specific criteria regarding a progression set out to consolidate the interpretative maturity of the students. The conclusions indicate the necessity of advancing towards more coherent practices with a concept of literary education which its primary aim is to create readers
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                            [t] => Álabe: Revista de Investigación sobre Lectura y Escritura
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                            [g] => Nº. 27,  2023,  pags. 135-153
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