La literatura: una experiencia estética generadora del proceso de lectura y escritura en preescolar
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Autores
Acero, Mary Luz
Director
Jurado Valencia, Fabio
Tipo de contenido
Trabajo de grado - Maestría
Idioma del documento
EspañolFecha de publicación
2013
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La literatura como experiencia estética es una reflexión sobre el encuentro del niño con el texto literario en un momento mágico, emocionante e individual. En este encuentro las relaciones entre los textos favorecen la interpretación y la construcción de la escritura. También es un llamado a reconocer el aula de clase como un espacio para disfrutar de la lectura de textos literarios y a identificar al niño como interlocutor y eje central del aprendizaje. En este trabajo se muestra la importancia de la lectura de textos literarios y la necesidad de brindar espacios de interpretación en el aula como prioridad del docente para facilitar el proceso de lectura y la construcción de la escritura. Y sobre todo, reconocer el derecho a que los niños disfruten y se diviertan con la obra literaria. (Texto tomado de la fuente)
Literature as an aesthetic experience is a reflection of the child's encounter with the literary text in a magical, exciting and individual moment. At this meeting the intertextuality helps the interpretation process and generates the reading and writing skills. It is also a way to recognize the classroom as a space to enjoy literary texts and the child as central in the process of reading. And the individual experiences and particular cultural conditions as a way to reach the text´s meaning. Considering the aesthetics of reception, the pleasure of reading literature and intertextuality, it shows the importance of reading literary texts and the importance to provide a place to the interpretation in the classroom and the teacher like a facilitator the reading process and the construction of writing skills. And also the right for children to enjoy and have fun with the literature.
Literature as an aesthetic experience is a reflection of the child's encounter with the literary text in a magical, exciting and individual moment. At this meeting the intertextuality helps the interpretation process and generates the reading and writing skills. It is also a way to recognize the classroom as a space to enjoy literary texts and the child as central in the process of reading. And the individual experiences and particular cultural conditions as a way to reach the text´s meaning. Considering the aesthetics of reception, the pleasure of reading literature and intertextuality, it shows the importance of reading literary texts and the importance to provide a place to the interpretation in the classroom and the teacher like a facilitator the reading process and the construction of writing skills. And also the right for children to enjoy and have fun with the literature.