Chamariz: estudios en Didáctica de la Lengua y la Literatura

Reseña. El cuento activo. ¿Cómo innovar a través de la literatura?

Roberto Saiz Pantoja — 2024-10-29

Español Español

Yolanda Romero Vallejo — 2024-12-29

Entrevista a Carmen Gil Martínez. Escritora española de literatura infantil, maestra y profesora de literatura. Autora de cuentos, teatro y poesía para la infancia. Amante de los niños y del encanto de las palabras. Defensora incansable de la lectura. El presente trabajo recoge el resultado de una entrevista realizada a la escritora sobre el poder de la literatura infantil en la formación de lectores.

Editorial: segundo número de la revista Chamariz

Ester Trigo Ibáñez — 2024-12-29

La gamificación como recurso educativo para el desarrollo de la competencia literaria en el alumnado de Educación Primaria

Noelia Arnaiz Galván — 2024-05-10

Dado que las escuelas están cada vez más dotadas de recursos que permiten utilizar
las tecnologías para el aprendizaje y el conocimiento, resulta interesante realizar propuestas
didácticas encaminadas al desarrollo del aprendizaje de una forma motivadora y conectada con
los intereses de los discentes. En este sentido, resulta interesante indagar acerca de las
conexiones que existen entre la educación literaria, la gamificación y las tecnologías. Por ello, el
presente trabajo explora los factores subyacentes de la gamificación para trasladar elementos
del juego al ámbito educativo-literario, a través de una propuesta didáctica que se establece en
las clases de Lengua Castellana y Literatura (en adelante LCL) de un curso de tercero de
Educación Primaria de un centro de la provincia de Cádiz. Los resultados muestran que el
aprendizaje basado en el juego es una estrategia motivadora y que contribuye a forjar lectores
literarios.

Desarrollo de la oralidad y educación literaria en el aula de 5 años

María del Carmen García Orrequia — 2024-05-10

En la etapa de educación infantil el desarrollo del lenguaje de los niños y niñas resulta
especialmente relevante. Así, el objetivo de esta investigación es abordar los vínculos que se
establecen entre la oralidad y la educación literaria para favorecer el desarrollo de las
habilidades comunicativas orales de un grupo de estudiantes de cinco años. Para esto, se
plantea una propuesta didáctica centrada en conectar el desarrollo del habla con la educación
literaria. Se trabajará con tertulias literarias dialógicas para incentivar e inculcar el hábito y el
tiempo destinado a la lectura compartida. Los resultados han permitido constatar que esta
estrategia permite mejorar la oralidad del alumnado tomando como referencia sus opiniones e
ideas acerca de diferentes obras literarias y así establecer vínculos entre oralidad y educación
literaria.

Andalusia and connected classrooms: The interactive comic as a tool to enhance linguistic and digital competence in the first years of Primary.

María del Pilar Calderón Parazuelo — 2024-12-27

Due to the speed with which digital transformation has impacted the current educational system, technology has become another element of the classroom. However, it is inevitable to fall into the idea that the first years of Primary Education are not prepared to face technological mastery. With the development of this project, the main purpose of developing key competencies in second-year students is pursued, specifically the close connection between digital and linguistic competency, through a Project Based Learning (PBL) and the CTSA model. Through the creation of an Open Educational Resource (OER), inspired by an interactive digital comic, students will explore the cultural heritage of the autonomous community of Andalusia and the eight provinces that make it up, promoting meaningful learning and preparing them to value and preserve its cultural heritage in a contemporary context.

Advertising Fictions: Role-Playing in the Teaching and Learning of Oral Communication

Aida Herrero Valcuende — 2024-12-28

This work corresponds to a study on beliefs carried out at a Compulsory Secondary Education Center in Asturias with the aim of understanding the perceptions, actions, knowledge, and behaviors of students in relation to oral communication. After an internal diagnostic process that evidenced deficiencies in the simultaneous application of linguistic and non-linguistic codes in formal communicative situations, the design and implementation of a learning situation based on role playing and the advertising world were chosen as strategies to introduce improvements in the analyzed context and optimize the quality of the learning-teaching process. To understand the reality that became the object of study, Participatory Action Research (PAR) and a qualitative approach in data analysis were adopted, using focus groups, surveys, systematic observation, and document review as data collection instruments. The results showed that advertising fiction can contribute to change, presenting itself as an effective methodology that improves students' oral communication competence.

El Principito en el cine: la versión de Mark Osborne

María del Carmen Navarro — 2024-12-28

This article “The Little Prince at the cinema: Mark Osborne’s version” tries to perform a comparative study between The Little Prince, the most famous work of the French author Antoine de Saint-Exupéry, and its recent film adaptation by the American director Mark Osborne (2015). This paper focuses mainly on analyzing two aspects. On the one hand, it examines the formal aspects of narration, voice and style. On the other hand, it focuses on the thematic aspects such as the symbolism of the characters and the themes addressed in both works. This analysis shows that the American director’s film is the free version that updates the myth of The Little Prince while remaining faithful to the spirit of the work, as well as being an effective didactic tool for transmitting, as well as perpetuating, the messages and values that the French author wanted to share with his famous work.

Use of the Conceptual Prism in Reading Comprehension for Students with Learning Barriers.

Darwin Franco — 2024-12-27

The study focuses on strengthening reading comprehension in high school students with learning barriers through the implementation of the conceptual prism. The main objective is to evaluate the effectiveness of this pedagogical strategy in improving reading comprehension in this student group. To achieve this, a participatory action research approach was employed, involving 25 students with various learning barriers such as ADHD, autism, and intellectual disability. Diagnostic and formative tests were conducted, activities based on the conceptual prism were applied, and levels of literal, inferential, and critical comprehension were evaluated. Preliminary results show significant progress at all levels of comprehension, with notable improvements in students' ability to make inferences and critical analyses. Finally, it is important to highlight the formative approach in evaluation and the use of the conceptual prism as an effective tool to improve reading comprehension in high school students with learning barriers.