Estudio cuantitativo de las creencias y prácticas del profesorado sobre los clásicos / A quantitative study of teachers' beliefs and practices about classics
DOI:
https://doi.org/10.17398/1988-8430.42.231Palabras clave:
Canon, clásicos, Creencias, Profesorado, LecturaResumen
Aunque siguen dominando los cánones escolares, la lectura de los clásicos ha perdido autoridad entre los alumnos, que se distraen con otras alternativas de entretenimiento y encuentran dificultades para comprender estas obras. Ante esta problemática, la bibliografía académica ha centrado el debate en la labor del mediador y sus acciones en el aula. Por este motivo, se presenta una investigación que pretende cuantificar las creencias y prácticas de 342 profesores de Lengua Castellana y Literatura de Secundaria sobre la literatura canónica. Además, dada la importancia del enfoque didáctico, se extraen a través de un modelo de regresión los factores que predicen el empleo de un enfoque tradicional o uno basado en la recepción. Para ello, se ha utilizado un cuestionario validado anteriormente y compuesto por dos escalas. Los resultados muestran que los profesores mantienen un fuerte vínculo con la lectura de obras clásicas, cuya presencia consideran pertinente en Educación Secundaria. Cuando los docentes se sienten eficaces, prestan atención a los intereses y características del entorno y tienen una relación positiva con los clásicos, utilizan enfoques más innovadores.
Abstract
Although they continue to dominate school canons, the reading of the classics has lost authority among pupils, who are distracted by other entertainment alternatives and find it difficult to understand these works. Faced with this problem, the academic literature has focused the debate on the work of the mediator and his or her actions in the classroom. For this reason, we present a study that aims to quantify the beliefs and practices of 342 Secondary Spanish Language and Literature teachers about canonical literature. In addition, given the importance of the didactic approach, a regression model is used to extract the factors that predict the use of a traditional or a reception-based approach. For this purpose, a previously validated questionnaire consisting of two scales was used. The results show that teachers have a strong attachment to the reading of classical works, which they consider relevant in Secondary Education. When teachers feel effective, pay attention to the interests and characteristics of the environment and have a positive relationship with classics, they use more innovative approaches.
Keywords: canon; classics; beliefs; teacher; reading.
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