Alabe-Revista de Investigacion sobre Lectura y Escritura最新文献

{"title":"El contador de historias y la máquina del sonido: una aproximación a las interacciones musicales en la vida y obra de Roald Dahl","authors":"Javier Merchán Sánchez-Jara, R. G. Díaz, Araceli García Rodríguez","doi":"10.15645/alabe2020.22.8","DOIUrl":"https://doi.org/10.15645/alabe2020.22.8","url":null,"abstract":"espanolEl escritor Roald Dahl es responsable de muchas de las historias mas fascinantes que ha dado la literatura universal en el pasado siglo XX. Estas historias, sus personajes y un estilo inimitable, han creado un universo propio que constituye un acervo cultural que se transmite de generacion en generacion y que forma parte ya del subconsciente colectivo a nivel mundial.La referencia, directa o indirecta, al mundo de la musica, es uno de los recursos que el autor utiliza de manera recurrente e intencionada con distintos fines a lo largo de toda su obra: como metafora para la critica social, como recurso de dramatizacion, de caracterizacion psicologica del personaje, etc. Lo hace, ademas, con un profundo conocimiento de los resortes que este medio ofrece a la expresion literaria y de los sustratos teoricos que gobiernan el propio arte musical.El presente trabajo representa una aproximacion al papel que desempena el universo de los sonidos en la obra de Roald Dahl desde el analisis a las propias referencias musicales en su obra. Se estudia de igual manera la influencia de sus textos en relacion con la creacion de operas o musicales basados en sus historias, o las composiciones originales inspiradas en sus personajes; pero, sobre todo, pretende suscitar el interes por una relacion, la del autor con el arte musical, que subyace y acompana al autor y a su obra a lo largo de la mayor parte de su vida. EnglishWriter Roald Dahl is responsiblefor some of the most imaginative stories thatuniversal literature has given us in the 20thcentury. These stories, their characters, andan inimitable style, have created a unique universethat is part of a cultural heritage whichis transmitted from generation to generation.This universe remains in the unconscious ofthe community in the whole world.The reference, direct or indirect, to the worldof music, is one of the resources that the authoruses recurrently and intentionally withdifferent purposes: as a metaphor for socialcriticism, as a resource for dramatization, forpsychological characterization of the character,etc. He does it, moreover, with an in-depthknowledge of the resources that this mediumoffers to literary expression, and of the theoreticalsubstrates of the musical art itself.The present work represents an approximationto the role played by the universe ofsounds in Dahl’s work; from the references inhis work, the creation of operas or musicalsbased on his stories, or the use and identificationsof his compositions as a teaching resourcein training and promoting reading in theearliest stages of education.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"1-19"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El libro de texto como lectura que condiciona la práctica educativa en educación primaria","authors":"Miriam Suárez Ramírez, Sergio Suárez Ramírez","doi":"10.15645/alabe2020.22.3","DOIUrl":"https://doi.org/10.15645/alabe2020.22.3","url":null,"abstract":"The textbook, and more the Spanish language textbook, has been for some time mandatory reading in Primary Education. It is also evident that the resources chosen to develop the educational practice condition the teaching styles of teachers and the commitment to innovation in teaching. A study carried out in the schools of Badajoz, Spain, through data collection cards and teacher interviews, confirms the widespread use of the textbook in this instrumental area. The results, analysed with Microsoft Windows Excel, confirm the teachers’ commitment to this resource, and how its omnipresence in the classroom conditions the teaching-learning processes and academic performance, and shapes the type of teacher who interprets, almost dogmatically, the contents, approaches and proposals included in these manuals, which translates into an excessively traditional teaching practice. Any educational change requires the combination of new resources and curricular materials, and new actions, both by teachers and administrations, without forgetting that any study of textbooks confronts us with the analysis of reading competency and the development of other language skills.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"1-18"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mi primera lectura académica: Mimesis, de Erich Auerbach","authors":"Ottmar Ette","doi":"10.15645/alabe2020.22.13","DOIUrl":"https://doi.org/10.15645/alabe2020.22.13","url":null,"abstract":"","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"13"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49608873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La apertura del canon literario: la narrativa de Concha Alós para clases de C1 ELE","authors":"Veronica Bernardini, Concepción López-Andrada","doi":"10.15645/alabe2020.22.4","DOIUrl":"https://doi.org/10.15645/alabe2020.22.4","url":null,"abstract":"Literature together with cinema, theater, documentary, and music, is a useful instrument for teaching and learning – both guided and autonomous – of a foreign language. In this paper we present a didactic proposal addressed to students of Spanish as a Foreign Language (SFL) of level C1 of the Common European Framework of Reference for Languages (CEFR). Didactic intervention starts from the exploitation of some fragments of El Caballo Rojo, a novel published by Concha Alos in 1966. Likewise, this work is part of the recovery of texts forgotten by the canon and the vindication of an author absent from the History of recent Spanish Literature. In this way, the first part of the article reflects on the limitations of the literary corpus in relation to what is called literature written by women. In the second part, a didactic intervention for a SFL classroom will be articulated and developed.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"1-16"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Los mini-rincones lectores: Propuesta didáctica para la animación a la lectura en Educación Infantil","authors":"Jacqueline Ramírez Crespo, María Guadalupe Lucas Milán","doi":"10.15645/alabe2020.22.5","DOIUrl":"https://doi.org/10.15645/alabe2020.22.5","url":null,"abstract":"The relevance of the Early Childhood Education stage in children’s scholastic development is undoubtable; however, in the daily routine of the students some innovation is demanded. Therefore, within the present work we have strengthened the association between play and work in the classroom. Reading and methodology by corners are two educational references of this period. For all this, the main objective of this work has been to develop an innovative proposal encouraging reading, while designing an innovative methodology focused on the corners. The methodology for corners is one of the star strategies of Early Childhood Education, for this reason, and combining both aspects (corners and encouragement of reading), our didactic proposal is based on the design of a super corner on reading encouragement where we go through different traditional stories along with playful activities to create interest and reading curiosity in the students. The innovative element lies in the creation of a mega-corner, divided in turn into four sub-corners, in which the contents of the developed didactic approach have been carried out.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"1-24"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Escritura académica y reflexión gramatical en el comienzo de la formación universitaria","authors":"Jimena Schere","doi":"10.15645/alabe2020.22.7","DOIUrl":"https://doi.org/10.15645/alabe2020.22.7","url":null,"abstract":"The communicative approach to language, implemented in the Argentine school in the reform of 1994, questioned the importance of grammar in the teaching of language and focused on notions referring to the text. Since the reform, some specialists have claimed the need to return priority to the teaching of reading and writing. Starting from this approach, we understand that it is necessary to return to the morphosyntactic contents, in an instrumental way and articulated with the textual and discursive reflection, in the beginning of university education. The texts produced by many initial students reveal recurrent difficulties at the level of sentence syntax. In this paper we propose to record some of these recurring errors, frequently related to the use of the verb and the complex syntax of the academic texts, and investigate their possible causes; secondly, we will make a pedagogical proposal to deal with this problem in academic reading and writing classes and to promote metalinguistic reflection in the writing process.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"14 1","pages":"1-15"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trayectorias personales de lectura: autobiografías lectoras de estudiantes de pedagogía en una universidad chilena","authors":"C. Merino, Soledad Barrera, Gabriela Andrea Albornoz","doi":"10.15645/alabe2020.22.2","DOIUrl":"https://doi.org/10.15645/alabe2020.22.2","url":null,"abstract":"In recent years, studies about teachers’ reading practices have emerged, based on the assumption that future reading mediation is related to their own trajectory in this field. In this context, a qualitative research was developed that analyzes 279 reading autobiographies written by eight generations of Chilean pedagogy students, throughout the last decade. This exploratory and diachronic study worked with the “life stories” technique to collect information about the personal trajectories and forms of reading appropriation. The data was addressed by means of mixed analysis (statistical and of content) that established structural categories and subcategories related to the reading experiences in pre-school, primary, secondary and university education; the moments and places where the reading takes place; the mediators role and the value attributed to literature. The main results highlight the centrality of shared reading, the family members acting as mediators and the limited participation of the school and the library in this task. The reason would lay in the compulsory nature of reading in the school context, taking it away from pleasure and aesthetic enjoyment.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"1-20"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tecnologías digitales, comunidades virtuales y nuevas formas de leer ¿Qué está pasando en el sector editorial juvenil en Argentina?","authors":"Paula Cuestas, V. Saez","doi":"10.15645/alabe2020.22.9","DOIUrl":"https://doi.org/10.15645/alabe2020.22.9","url":null,"abstract":"The youth publishing field is one of the fastest growing in sales and publications in the world, and also in Argentina in the last years. Parallel to this phenomenon, technological advances have modified reading and writing practices, especially among young people: Platforms dedicated to literature, huge virtual communities of readers and new mediators of reading on networks, such as BBB (bloggers, booktubers and bookstagrammers), make up this novel map. The sector has perceived these new experiences by incorporating strategies to capitalize on them. This paper proposes an approach to this editorial configuration that emerges in the youth sector with emphasis on new actors and promotional actions. The statements in this article are based on a qualitative methodological approach, from an analysis of fieldwork at events such as book fairs, as well as in-depth interviews with members of the BBB community, references in the youth publishing sector and young readers who consume both: books and BBB.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"1-19"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El microrrelato en perspectiva","authors":"B. Blanco","doi":"10.15645//ALABE2020.22.10","DOIUrl":"https://doi.org/10.15645//ALABE2020.22.10","url":null,"abstract":"espanolEl microrrelato, catalogado por muchos como subgenero del cuento y por otros tantos como cuarto genero narrativo, ocupa actualmente un lugar privilegiado en los estudios de teoria y analisis literario. Y es que este, cuyo origen, denominacion y caracteristicas fundacionales parecian delimitados, permanece en el foco de estudios, lineas de investigacion, revistas academicas y, por supuesto, obras de autor y antologias. La explicacion a esta eclosion y expansion del microrrelato tiene su razon de ser en sus caracteristicas discursivas, formales, tematicas y pragmaticas, las cuales favorecen su caracter proteico. Antes de abordar el microrrelato y definir los atributos constantes y sistematizables que lo tipifican como tal expondremos sus posibles denominaciones en el territorio de la brevedad. Primeramente, nos ocuparemos de los rasgos discursivos: hiperbrevedad, narratividad, concision e intensidad expresiva, hibridez generica y fragmentariedad; a continuacion, los formales: relevancia del titulo, estructura sencilla, personajes tipificados, ausencia de parrafos descriptivos, el valor de la elipsis y los finales sorpresivos; en cuanto a la tematica: intertextualidad y metaliteratura conviven con el humor y la parodia; por ultimo, los rasgos pragmaticos, que buscan la complicidad del lector activo capaz de averiguar el autentico sentido de un texto meticulosamente elaborado. EnglishThe micro-story, cataloged by manyas a subgenre of the short story and by othersas a fourth narrative genre, currently occupiesa privileged place in the studies of theory andliterary analysis. And although its origin, denominationand foundational characteristicsseem delimited, it remains in the focus of studies,research, academic journals and, of course,works of authors and anthologies. The explanationfor this explosion and expansion of themicro-story is its discursive, formal, thematicand pragmatic characteristics, which favor itsprotean character.Before addressing the micro-story anddefining the constant and systematic attributesthat typify it, we will expose its possiblecharacterizations in the territory of brevity.First, we will deal with the discursive features:hyper-openness, narrativity, concisenessand expressive intensity, generic hybridity andfragmentariness; then, the formal ones: relevanceof the title, simple structure, typifiedcharacters, absence of descriptive paragraphs,the value of the ellipsis and the surprise endings;in terms of the theme: intertextuality andmetaliterature coexist with humor and parody;finally, the pragmatic features, which seek thecomplicity of the active reader able to find outthe true meaning of a meticulously preparedtext.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"10"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47155652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La universidad como espacio para la prevención de la violencia de género. Una propuesta didáctica a través de la literatura española (siglos XIX-XXI)","authors":"Clara Eugenia Peragón López","doi":"10.15645/alabe2020.22.6","DOIUrl":"https://doi.org/10.15645/alabe2020.22.6","url":null,"abstract":"BIased on the recognized potential of Literature as a source for the study of historical, cultural and social topics, this article posits a reading and a teaching use of some works of Literature from Spain that, since the 19th century to present, address the issue of violence against women: a selection of stories by Emilia Pardo Bazan and two novels by the writers Dulce Chacon (Algun amor que no mate) and Luisa Castro (La segunda mujer). The first part of this project focuses on the revision of the legal framework in relation to the subject, as well as on some of the national investigations that have been appearing since the approval of the Organic Law 1/2004, of December 29, on Comprehensive Protection Measures against Gender-based Violence, that highlights the need to promote, from the university, the training of students on gender equality and non-discrimination. The second part presents a teaching approach aimed at university students that pursue, on a transversal basis, the prevention and awareness of this matter, according to the curricular and methodological elements of lesson planning. This project aims to revalue the role of literary texts as a tool for training and raising awareness about this social scourge.","PeriodicalId":42424,"journal":{"name":"Alabe-Revista de Investigacion sobre Lectura y Escritura","volume":"11 1","pages":"1-23"},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67182324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}