التفاصيل البيبلوغرافية
| العنوان: |
Alterliteratures (The 100 Eyes of Literary Education in the Post-COVID Era) ; Alterliteraturas (Los 100 ojos de la Educacion literaria en la era poscovid) |
| المؤلفون: |
Martos Núñez, Eloy |
| المصدر: |
Álabe; No. 24 (2021): julio - diciembre ; Alabe Revista de Investigación sobre Lectura y Escritura; Núm. 24 (2021): julio - diciembre ; ÁLABE é a revista da Rede Internacional de Ununiversidades Leitoras; n. 24 (2021): julio - diciembre ; 2171-9624 |
| بيانات النشر: |
Editorial Universidad de Almería |
| سنة النشر: |
2021 |
| المجموعة: |
Portal de revistas de la Universidad de Almería |
| مصطلحات موضوعية: |
alterliterature, subalternity, diversity, education of the gaze, alterliteratura, subalternidad, diversidad, educación de la mirada |
| الوصف: |
A panoptic (Foucault) and not synoptic vision of literature, and of literary education in particular, is needed. This is in order to “tear down” the categories or rigid borders that surround the “center” of the canon and so called marginal literature, which is full of prejudices, and from a time in the history of education anchored in stereotypes of national literature or in eurocentrism that decolonialthought is correctly taking apart.It is necessary to visualize diversity by integrating all the richness of expression from the artistic word, from ancestral orality, through classical written culture, and up to ciberculture, which has overcome the classical margins from the oral or written realm, to enter the terrain of multimodality. Of all the concurrent codes with the word that now, beyond theater or cinema, are also expressed literarilythrough new alphabets. In the same way that dramatic literature is discussed, now the field must be opened to television, anime and many other audiovisual expressions from the digital world.The change is that not only the margins of reading formats have been overcome (Chartier) but also the themes and genres and what was a “marginal” or “marginalized” literature (like LIJ) today moves to the center of the literary-educational universe. This is what is symbolized with the figure of the monster Argos Panoptes and the need of the 100 eyes of literary education, and didactic instruments,which has been symbolized in three parts: sharing the imaginary, creating “compasses” for reading itineraries, and promoting alternative methodologies. ; Necesitamos una visión panóptica (Foucault) y no sinóptica de la literatura y de la educación literaria en particular. Necesitamos “derribar” las categorías o fronteras más rígidas que perimetran el “centro” del canon y las llamadas literaturas periféricas, llenas de prejuicios y de una etapa en la historia de la educación anclada en los estereotipos de las literaturas nacionales o en el eurocentrismo que el pensamiento decolonial está desarmando ... |
| نوع الوثيقة: |
article in journal/newspaper |
| وصف الملف: |
application/pdf |
| اللغة: |
Spanish; Castilian |
| Relation: |
https://ojs.ual.es/ojs/index.php/alabe/article/view/7673/6304; https://ojs.ual.es/ojs/index.php/alabe/article/view/7673 |
| الاتاحة: |
https://ojs.ual.es/ojs/index.php/alabe/article/view/7673 |
| Rights: |
Derechos de autor 2021 Álabe |
| رقم الانضمام: |
edsbas.57FE13B8 |
| قاعدة البيانات: |
BASE |