Acceso usuarios
Madrid, España
En el contexto de una sociedad que tiene a menos la vinculación con el pasado y la herencia de las humanidades, se defiende en este trabajo la lectura gustosa de los clásicos –bien en fragmentos seleccionados, bien en adaptaciones de obras enteras- en la clase de literatura con adolescentes. Se aducen una serie de razones tanto pedagógicas como antropológicas y culturales para ello y se postula que es el profesor quien debe elegir los textos más adecuados para esas edades y quien debe estimular y guiar a los alumnos en la lectura, para que saquen el mayor gusto y provecho personal.
In a society that underestimatesits link with the past and the Humanities’heritage, in this article we defend the enjoyablereading of Classical texts – eitherselected passages or adaptations of wholebooks – during Literature classes withteenagers. We argue through various reasons,both pedagogical, anthropological andcultural for this purpose, and we postulatethat the teacher is the one who has tochoose the most suitable texts for thoseages. The teacher also has to encourageand guide students in their reading, so thatthey make the most of it, both for their enjoymentand personal benefit. So that thispaper is not a simple academic exposition,we will add some practical examples aboutpresenting specific medieval texts to ourstudents in order to engage them in thereading and its representation. This will beapproached from an extensive and inclusiveperspective of the reading canon, andthe functions that literature must fulfill inthe secondary education curriculum willbe also kept in mind.
