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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2025
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ1492885 |
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| _version_ | 1867181896960573440 |
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| author | Delfín Ortega-Sánchez Carlos Pérez-González |
| author_facet | Delfín Ortega-Sánchez Carlos Pérez-González Delfín Ortega-Sánchez Carlos Pérez-González |
| collection | Education Resources Information Center |
| contents | "Beyond the Tale": Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education Delfín Ortega-Sánchez Carlos Pérez-González Foreign Countries Elementary School Teachers Secondary School Teachers Language Arts Literature Controversial Issues (Course Content) Teaching Experience Social Justice Reading Material Selection Mediation Theory Influences Discussion (Teaching Technique) This article examines how twenty-three Language and Literature teachers in Primary and Secondary Education in Spain, Argentina, and Chile incorporate literary texts that address socially controversial issues, as well as the tensions that arise during this process of pedagogical mediation. Drawing on a phenomenological design with a socio-critical approach, data were collected through field diaries, semi-structured interviews, and discussion groups. The analysis, supported by MAXQDA 24 software, revealed that the inclusion of controversial content in the selection, curricular integration, and didactic treatment of literary texts and works is grounded in three key principles: an ethical commitment linked to social justice, normative legitimacy derived from official curricula, and the educational potential inherent in fostering critical thinking and empathy. Teaching practices are primarily structured around the careful selection of materials and the organization of dialogue through specific protocols. These strategies are further enhanced by the use of multimodal multimedia resources, collaborations with other professionals (such as library committees or co-teaching experiences), and planned communication with families. Moreover, teacher self-care emerges as a persistent need throughout the process. The findings underscore the importance of preserving the integrity of literary texts, establishing a safe dialogic scaffold within the classroom, and building institutional support networks as essential conditions for addressing controversy without undermining the critical dimension of reading. |
| format | Recurso educativo Open Access |
| id | eric_EJ1492885 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2025 |
| record_format | eric |
| spellingShingle | "Beyond the Tale": Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education Delfín Ortega-Sánchez Carlos Pérez-González Foreign Countries Elementary School Teachers Secondary School Teachers Language Arts Literature Controversial Issues (Course Content) Teaching Experience Social Justice Reading Material Selection Mediation Theory Influences Discussion (Teaching Technique) "Beyond the Tale": Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education Delfín Ortega-Sánchez Carlos Pérez-González Foreign Countries Elementary School Teachers Secondary School Teachers Language Arts Literature Controversial Issues (Course Content) Teaching Experience Social Justice Reading Material Selection Mediation Theory Influences Discussion (Teaching Technique) This article examines how twenty-three Language and Literature teachers in Primary and Secondary Education in Spain, Argentina, and Chile incorporate literary texts that address socially controversial issues, as well as the tensions that arise during this process of pedagogical mediation. Drawing on a phenomenological design with a socio-critical approach, data were collected through field diaries, semi-structured interviews, and discussion groups. The analysis, supported by MAXQDA 24 software, revealed that the inclusion of controversial content in the selection, curricular integration, and didactic treatment of literary texts and works is grounded in three key principles: an ethical commitment linked to social justice, normative legitimacy derived from official curricula, and the educational potential inherent in fostering critical thinking and empathy. Teaching practices are primarily structured around the careful selection of materials and the organization of dialogue through specific protocols. These strategies are further enhanced by the use of multimodal multimedia resources, collaborations with other professionals (such as library committees or co-teaching experiences), and planned communication with families. Moreover, teacher self-care emerges as a persistent need throughout the process. The findings underscore the importance of preserving the integrity of literary texts, establishing a safe dialogic scaffold within the classroom, and building institutional support networks as essential conditions for addressing controversy without undermining the critical dimension of reading. |
| title | "Beyond the Tale": Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education |
| topic | Foreign Countries Elementary School Teachers Secondary School Teachers Language Arts Literature Controversial Issues (Course Content) Teaching Experience Social Justice Reading Material Selection Mediation Theory Influences Discussion (Teaching Technique) |
| url | https://eric.ed.gov/?id=EJ1492885 |