El estudio tiene como objetivo principal presentar un catálogo de libros de literatura infantil que, categorizados en función de las capacidades emocionales que debe desarrollar el alumnado durante el periodo 0-6 años, sirva como guía de referencia para implementar la práctica de la libroterapia en el aula. A pesar de que la instrumentalización de la literatura infantil en esta etapa educativa puede provocar el rechazo de estos lectores incipientes en ciclos posteriores, la presente investigación cuantitativa revela como la libroterapia es una disciplina versátil cuya aplicación en el aula de Infantil posibilita la iniciación en la práctica lectora, así como la capacitación emocional habilitada por el intertexto vital.
Technological advances and the use of social networks have changed the approach to culture and communication. In the field of education, booktubes stand out as a tool for teaching different contents. Through the recording of booktubes as a project for the training of future teachers in the mention of French at a Spanish university, our research aims to analyze the opinions of pre-service teachers on the usefulness of this tool for the teaching of French as a Foreign Language (FFL). Following a quantitative methodology and a transectional non-experimental design, a survey was administered with 25 Likert-scale questions (alpha=.85) and 5 open-ended questions in which previous knowledge about booktubes, evaluations of the implemented project, interest in the use of Information and Communication Technologies (ICT) in the classroom and the effectiveness of the booktube as a resource for teaching FFL were assessed. The descriptive results show that the use of booktubes is a useful and motivating resource that improves linguistic and communicative skills in a foreign language and has a great didactic potential as a tool to encourage reading.
Syntax is a complex and meaningless knowledge for students, which leads causing demotivation. Given this challenge faced by teachers of Spanish Language and Literature, it is essential to propose strategies both inside and outside the classroom to engage students and strengthen their syntactic learning. In this context, with the rise of generative artificial intelligence tools, the ability and speed of acquiring knowledge in the humanities and sciences are evolving. Thus, this article examines how chatbots, specifically ChatGPT, when used cautiously can become an effective support tool in syntax teaching, facilitating, in short, the understanding of syntactic functions and enable personalized activities that promote autonomous and meaningful learning in this grammatical discipline. Additionally, the article explores its pedagogical advantages, such as adaptability, availability, and doubt resolution, while also addressing its limitations, which must be mitigated through teacher supervision and feedback to prevent inaccuracies and misunderstandings. Finally, it is concluded by emphasizing that, although ChatGPT turns out to be an ally, didactic success depends on a use complemented by teacher intervention in the classroom.
This article investigates the meaning that university students attribute to conventions and norms to identify their influence on the writing of academic texts in digital media. Seventeen students from the Universidad Pedag & oacute;gica Nacional in Quer & eacute;taro, Mexico, participated in the study while they were writing their bachelors thesis. Through an ethnographic study, their written productions were analyzed, and observations and interviews were conducted to understand how they experienced and interpreted the writing of academic texts. The findings indicate that the students manifested difficulties in following citation formats and spelling rules. They also presented challenges in establishing links between the way they write and the knowledge they have built throughout their university education. Digital media did not help them and deepened the obstacles, to develop a discourse that meets the demands of the academic community. It is concluded that writing involves aspects of the person that are not always recognized during the teaching and learning processes. For writing according to the norms and conventions to be consolidated, it would be necessary to consider in the didactic proposals the students' experience of intelligibility and meaningfulness.
In this article we propose a hermeneutic approach based on close reading and meta-historical analysis to understand the role of literary teaching as a tool for nationalisation. We take as a case study two of the textbooks with the greatest success in sales and the greatest implantation in the educational community for the subject of Spanish Language and Literature in the 3rd year of ESO. Our aim is to study their rhetorical and narratological mechanisms in order to discover what Spanish identity they transmit. Above all, we will try to understand how they manage to transmit it in a society in which it is assumed that explicit nationalism has disappeared from public education.
