La formación ética, moral y curricular del estudiantado angelino en los años veinte. Un análisis deductivo, a partir de la lectura de: cuentos didácticos para lectura escolar (1924) del profesor Darío Cavada.
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La investigación sobre la obra "Cuentos y Poemas Didácticos para la Lectura Escolar" del profesor Darío Cavada se presenta como un estudio pionero en el análisis de la literatura infantil chilena de los años veinte, con un enfoque en la formación ética, moral y curricular del estudiantado angelino. Este trabajo busca llenar un vacío en la investigación existente, al explorar un tema poco estudiado que permite adoptar nuevas perspectivas sobre la educación de la época. Una de las proyecciones más significativas de esta investigación es su potencial como punto de partida para futuras indagaciones. Al ofrecer un análisis detallado de la obra de Cavada, se sientan las bases para que otros académicos puedan expandir este estudio, explorando textos contemporáneos y realizando comparaciones que enriquezcan la comprensión de la literatura infantil y su impacto en la educación. Además, los hallazgos sobre la formación ética y moral del estudiantado pueden ser aplicados a otros contextos educativos, tanto en Chile como en América Latina, permitiendo un análisis más amplio de cómo la literatura ha sido utilizada como herramienta pedagógica a lo largo del tiempo. La investigación también abre la puerta a enfoques innovadores, combinando metodologías interdisciplinarias que integren la literatura, la historia y la pedagogía, lo que podría llevar a una reinterpretación de la historia educativa.
The research on the work "Didactic Stories and Poems for School Reading" by Professor Darío Cavada is presented as a pioneering study in the analysis of Chilean children's literature of the 1920s, with a focus on the ethical, moral and curricular training of the Los Angeles students. This work seeks to fill a gap in existing research, by exploring an understudied topic that allows new perspectives on the education of the time to be adopted. One of the most significant projections of this research is its potential as a starting point for future investigations. By offering a detailed analysis of Cavada's work, the foundation is laid for other scholars to expand this study, exploring contemporary texts and making comparisons that enrich the understanding of children's literature and its impact on education. Furthermore, the findings on the ethical and moral training of students can be applied to other educational contexts, both in Chile and Latin America, allowing a broader analysis of how literature has been used as a pedagogical tool over time. The research also opens the door to innovative approaches, combining interdisciplinary methodologies that integrate literature, history and pedagogy, which could lead to a reinterpretation of educational history.
The research on the work "Didactic Stories and Poems for School Reading" by Professor Darío Cavada is presented as a pioneering study in the analysis of Chilean children's literature of the 1920s, with a focus on the ethical, moral and curricular training of the Los Angeles students. This work seeks to fill a gap in existing research, by exploring an understudied topic that allows new perspectives on the education of the time to be adopted. One of the most significant projections of this research is its potential as a starting point for future investigations. By offering a detailed analysis of Cavada's work, the foundation is laid for other scholars to expand this study, exploring contemporary texts and making comparisons that enrich the understanding of children's literature and its impact on education. Furthermore, the findings on the ethical and moral training of students can be applied to other educational contexts, both in Chile and Latin America, allowing a broader analysis of how literature has been used as a pedagogical tool over time. The research also opens the door to innovative approaches, combining interdisciplinary methodologies that integrate literature, history and pedagogy, which could lead to a reinterpretation of educational history.
Description
Tesis presentada para optar al título de Profesor de Educación General Básica con Mención en Lenguaje y Ciencias Sociales
Keywords
Ética Enseñanza, Lenguaje y ética, Enseñanza aprendizaje