La literatura en la formación del profesor de español

Abstract

This work deals with literary reading, more specifically, it focuses on the teaching of hispanic literature, already from the university, a place from which we suppose consistente practices will be experienced and learned. Not long ago, a consistent bibliography was lacking to support more solid practice in our classes. This lack, far from being fully addressed, is diminished by the reflections that take place in the congresses of the area and by teachers, who turning to their own experiences and to the broader bibliography, produces texts that constitute a valuable theoretical contribution to other teachers and students. Any intent of investigation on this subject requires from the researcher the humility of the doubtful tone and the openness to the question mark, which will preside specially over the experience’s reporting in this work. We do not avoid the questions that the teaching-learning process raises, from the basic question about the very essence of literature, to more specific ones, inherent to the teaching of hispanic literature, to which we expect to give by practical answers. Without undermining the chellenges it poses, the reflections on how to bring students closer to the literary text, as a dialogic and sensorial experience, are raised around personal practical experiences and considerations that stem from empirical observation. Those pretend nothing else but to share paths that continuously will keep searching for solidness on the contribution of authors, readers and other specialists, among which Todorov (2010), Lajolo and Zilberman (2019) and Carvalhal (1996) stand out, as well as the aforementioned bibliography, by profesors of hispanic literatura, in Brazil.