La construcción de identidades a través de la educación literaria en educación secundaria

• Autores: Patricia Martínez León
• Directores de la Tesis: Josep Ballester Roca (dir. tes.), Noelia Ibarra Rius (codir. tes.)
• Lectura: En la Universitat de València ( España ) en 2019
• Idioma: español
• Tribunal Calificador de la Tesis: María Luisa Carrió Pastor (presid.), Alexandre Bataller Català (secret.), Alfons Gregori i Gomis (voc.)
• Programa de doctorado: Programa de Doctorado en Didácticas Específicas por la Universitat de València (Estudi General)
• Materias:
  • Lingüística
    • Lingüística aplicada
      • Lengua y literatura
      • Enseñanza de lenguas
  • Sociología
    • Sociología cultural
      • Relaciones culturales
      • Lengua y cultura
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• Resumen

  • This research aims to explore in greater depth the relationships between literary education, critical thought and personal and cultural identity construction processes during adolescence, and consequently to contribute towardsplugging the gap in terms of materials designed to impact said construction and the development of the aforementionedcognitive ability during the Secondary Education phase.Considering the narrative nature of these processes, and understanding the autonomy within them in terms of a more consistent type of thought on which to sustain the decisions made, we chose a quasi-experimental design and (using the qualitative analysis technique of content analysis and based on a personally-modified andimportedsystem of categories) analysed the evidence from different manifestations of critical thought in the discourses of the pupils in two experimental groups (with each one of which we implement five sessions of the didactic sequences designed after the work of bibliographic review, reflection and theoretical construction carried out to contributespecificallyto the goals of the research) and two control groups from the fourth year of the compulsory secondary education phase (ESO).In each of the cases, we gave a pre-test / post-test questionnaire in the experimental and control groups before and after the intervention on the former in order to evaluate the progress that was or was not revealed in the students’ responses.