Aspectos didácticos en tres manuales de teoría literaria

Fredrik Sörstad

doi:10.30554/plumillaedu.20.2687.2017

Educational Aspects in Three Handbooks on Literary Theory

Aspectos didácticos en tres manuales de teoría literaria

Published 2018-08-23

https://doi.org/10.30554/plumillaedu.20.2687.2017

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Vol. 20 No. 2 (2017)

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Articles

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Sörstad, F. (2018). Educational Aspects in Three Handbooks on Literary Theory. Plumilla Educativa, 20(2), 43-55. https://doi.org/10.30554/plumillaedu.20.2687.2017

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https://doi.org/10.30554/plumillaedu.20.2687.2017

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How to Cite

Sörstad, F. (2018). Educational Aspects in Three Handbooks on Literary Theory. Plumilla Educativa, 20(2), 43-55. https://doi.org/10.30554/plumillaedu.20.2687.2017

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Fredrik Sörstad

Universidad de Medellín

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Fredrik Sörstad,

Doctor en Filología Hispánica por la Universidad de Estocolmo. Tesis doctoral: Concien- cia y temporalidad. Un estudio sobre la concepción del tiempo en seis poemarios de José Hierro (2009). Docente de tiempo completo en la Universidad de Medellín desde 2012. Facultad de Ciencias Sociales y Humanas Universidad de Medellín

handbooks in literary theory

didactics

pedagogy

structuring

application

explanation

The line of argument in this paper claims that a change of paradigm is necessary in the structuring of handbooks on literary theory for Higher Education. In order to sustain this affirmation, a comparative analysis of three handbooks on literary theory that offer different alternatives of presenting the information was carried out, and furthermore, by way of introduction, a brief summary of the state of art in literary didactics was included. The main observations of this summary reaffirmed the claim that later on was verified in the comparative analysis of three hand-books on literary theory. The conclusion is that the dominant paradigm, which consists in limiting the content to explaining the essence of literary theories, is not very pedagogical. Students also need a thorough introduction to literary studies in general and examples of how this kind of theories can be applied to literary texts, i.e. they need to become aware of the link between literary theory and literary cri-ticism.

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