Transformación de la enseñanza de la literatura en el grado décimo (10°) de la Institución Educativa Técnica San Antonio

La presente investigación se centró en la transformación de la enseñanza de la literatura en el grado décimo (10°) de la Institución Educativa Técnica San Antonio, a través del diseño e implementación de una Secuencia Didáctica, la cual permitió desarrollar diversas actividades que dinamizaron los procesos de lectura y escritura en los estudiantes y a la vez, se tomó como pretexto la lectura de la obra literaria “El año que nos volvimos todos un poco locos” escrita por De la Parra (2012), la cual presenta las historias de un grupo de estudiantes durante su proceso escolar y son narradas bajo el formato de monólogos interiores. A partir de esta lectura, se propusieron unos talleres de escritura creativa para iniciar la escritura de textos propios, que luego se transformaron en capítulos de un libro donde los chicos y chicas contaron sus experiencias grupales por medio de la escritura de monólogos interiores.

This research is focused on the transformation of the teaching of literature in the tenth grade (10th) from San Antonio School through a didactic Sequence, which allowed to develop diverse activities and these stimulated the processes of reading and writing in students and at the same time, they took as a pretext the reading of the book "The year we all went a little crazy " written by De La Parra (2012), this book is about the stories of a group of students during a school grade and those are narrated in the format of interior monologues. From this reading, some creative writing workshops were proposed to start writing their own texts, which later became chapters of a book where the boys and girls told their group experiences from the writing of interior monologues. This research is qualitative, because it sought to explore and re-signify the experiences of a student’s group, giving a chance to teaching practices transformation taking into account the social and cultural context in which student develops. Research design is mixed because it brings life stories, systematization as research and the teacher becomes the unit of analysis.