Teaching strategies for modernist literature in pre-university education
DOI:
https://doi.org/10.62452/h8vwf582Keywords:
Teaching of modernist literature, pre-university level, teaching strategies, educational experienceAbstract
Starting from the premise that teaching modernist literature at the pre-university level, and its relevance as an essential component for the humanistic, critical, and aesthetic development of students, as well as its symbolic complexity, musical language, and profound reflection on the tension between tradition and modernity, presents significant pedagogical challenges, this study proposes moving beyond traditional rote learning approaches. The research argues that effective teaching requires the implementation of integrative didactic strategies that articulate the aesthetic, communicative, and sociocultural dimensions of the text. To this end, a set of specific strategies is analyzed and systematized, demonstrating how these not only facilitate understanding of the movement but also foster artistic sensitivity, critical thinking, argumentative skills, and creativity in students. Within this framework, the teacher's role is redefined as that of a mediator and guide who fosters a meaningful dialogue between the literary text and the student's life experience, using formative assessment as a tool for monitoring the learning process. This paper advocates for the teaching of modernist literature that, far from being a mere transmission of content, is conceived as a transformative educational experience that contributes to developing sensitive readers, conscious citizens, and creative individuals.
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