From theory to practice: an optional critical literacy program from a gender perspective in initial Spanish-Literature teacher training
Article Sidebar
Main Article Content
Abstract
The initial training of Spanish-Literature teachers faces the challenge of integrating a gender perspective, not as declarative content, but as a tool for educational transformation. For this reason, this manuscript aims to evaluate the impact of an elective program grounded in literacy and critical pedagogy, designed for future teachers to develop critical awareness and a proactive capacity for inclusive literary education. The method used was participatory action research with a hermeneutic-dialectical approach. Participants were students from the Bachelor's Degree in Education (Spanish-Literature), selected through positive sampling. A 10-session program (50 hours) was implemented, structured into three modules: critical awareness, dialogic analysis, and pedagogical praxis. Methods such as documentary analysis of literary corpora and student designs, participant observation, and three focus groups were applied. Encouraging results were observed in the awareness of future teachers, who evolved from the descriptive identification of stereotypes to their critical denaturalization, linking them to power structures. Most of the final pedagogical proposals integrated the epistemic, critical, and proactive dimensions of critical literacy. In conclusion, the articulation between a gender perspective and critical literacy, mediated by critical pedagogy, enhances the transformative function of literature written by women and contributes to the training of educators committed to equity.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Aceituno Silva, D., Chávez Preisler, C., & Subiabre Vergara, P. (2025). Literacidad crítica y ciudadanía digital. Desinformación y sesgos de género en la formación del profesorado de Educación Básica y de Historia. Perspectiva Educacional, 64(3), 27-59. https://doi.org/10.4151/07189729-Vol.64-Iss.3-Art.1766
Canett Castro, K. M., Fierro López, L. E., & Martínez Lobatos, L. (2021). Hacia una literacidad crítica con enfoque de género en la enseñanza de la literatura. Diálogos sobre educación, 12(23), 00019. https://doi.org/10.32870/dse.v0i23.965
Colomer, M. T. (1991). De la enseñanza de la literatura a la educación literaria. Comunicación, Lenguaje y Educación, (9), 21-32. https://dialnet.unirioja.es/servlet/articulo?codigo=126236
Fierro Chong, B. M., & Domínguez, I. (2018). La educación literaria o el prisma complejo
con que se nos devuelve el mundo. Atenas, 2(2), 42. https://www.redalyc.org/articulo.oa?=id478055152001
Fierro Chong, B. M., Salcedo Estrada, I. M., Piedra Navarro, I. N., Acosta Morales, H., & Alonso Camaraza, C. (2024). La formación investigativa en el doctorado de Ciencias de la Educación: fomento de la cultura científica. Mendive. Revista De Educación, 22(1), e3607. https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3607
Figueroa-Vásquez, Y. C. (2020). Decolonizing diásporas: Radical mappings of Afro-Atlantic literature. Northwestern University Press. https://www.jstor.org/content/oa_book_monograph/j.ctv15d81f7
Freire, P. (2018). Pedagogía del oprimido. (3ª ed.). Siglo XXI. (Original publicado en 1970). https://www.academia.edu/17068297/Pedagog%C3%ADa_del_Oprimido_Freire
García-Huidobro, R., & Montenegro, C. (2024). Alfabetización crítica y justicia social: Nuevos horizontes para la didáctica de la lengua y la literatura. Comunicar, 32(78), 1-10. https://doi.org/10.3616/C78-2024-01
Giroux, H. A. (2020). Pedagogía crítica en tiempos oscuros. Pedagogía y Praxis. https://dialnet.unirioja.es/servlet/articulo?codigo=8602294
Janks, H. (2010). Literacy and power. Routledge. https://archive.org/details/literacypower0000jank
Kumlu, E. (2024). The Use of Critical Consciousness for Gender Equality in Pre-Service Teacher Education: A New Perception for an Egalitarian World. SAGE Open, 14(4). https://doi.org/10.1177/21582440241308004
Lagarde, M. (2015). El género: lo personal, lo político, lo académico. En Los cautiverios de las mujeres. UNAM. (pp. 13-42). https://www.academia.edu/49485086/_Los_cautiverios_de_las_mujeres_de_Marcela_Lagarde
Lamas, M. (2018). El género. La construcción cultural de la diferencia sexual. Bonilla y Artigas.
López Rodríguez, R. M. (2022). La educación literaria desde las creencias y los saberes del profesorado de Educación Secundaria. Análisis cualitativo. https://hdl.handle.net/10481/83035
Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(1), 4-11. https://doi.org/10.1080/00405841.2012.636324
Méndez Pérez, L., Ramos García, C. de las N., Muñoz García, Y., & Veloz Morejón, L. (2025). El desarrollo de destrezas lectoras en textos periodísticos para estudiantes de preuniversitario, desde la literacidad. Mendive. Revista De Educación, 23(2), e4048. https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/4048
Montaño Calcines, J. R. (2025). Educación literaria: Reflexiones para el cambio. Entretextos, 19(36), 229-232. https://doi.org/10.5281/zenodo.14027499
Whitford, A. (2024). I had a deep-down stereotype: Pairing critical literacy practices to examine explicit and implicit gender stereotype with elementary students. Reading Teacher, 77(5), 739-744. https://doi.org/10.1002/trtr.2276
