Un beso de Dick, al diablo la maldita primavera, como esta tarde para siempre: propuesta literaria para el currículo escolar y ruptura con la heteronormatividad del canon literario en la educación colombiana
Un beso de Dick, Al diablo la maldita primavera, Como esta tarde para siempre: literary proposal for the school curriculum and rupture with the heteronormativity of the literary canon in Colombian education, is a research work that moves through the branches of education, literature and social reali...
- Autores:
-
Henao García, Ángela María
Márquez Jiménez, Laura Raquel
Martínez Díaz, Katerine
- Tipo de recurso:
- Fecha de publicación:
- 2019
- Institución:
- Universidad de San Buenaventura
- Repositorio:
- Repositorio USB
- Idioma:
- spa
- OAI Identifier:
- oai:bibliotecadigital.usb.edu.co:10819/7349
- Acceso en línea:
- http://hdl.handle.net/10819/7349
- Palabra clave:
- Heteronormatividad
Teoría queer
Literatura homosexual
Literatura de género
Canon literario colombiano
Educación sexual
Heteronormativity
Queer theory
Homosexual literature
Gender literature
Colombian literary canon
Sex education
Homosexualidad
Género
Normatividad
Literatura
Estudiantes
Educación sexual
- Rights
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
| Summary: | Un beso de Dick, Al diablo la maldita primavera, Como esta tarde para siempre: literary proposal for the school curriculum and rupture with the heteronormativity of the literary canon in Colombian education, is a research work that moves through the branches of education, literature and social reality to focus on the rupture of heteronormative parameters of power to allow the growth of the literary field in school, in order to generate encounters with sexual diversity. Thus, it focuses on proposing the growth of literature in the eighth and ninth grades, from the immersion of different works belonging to the category of queer or homosexual literature to the Colombian literary canon. For the above, through a hermeneutical methodology, eleven reading plans of educational institutions and schools of Valle de Aburra are collected, to which a comparative analysis is carried out, generating as a result that only one of the eleven reading plans uses a novel that convenes the homosexual theme. Hence, three works that analyze and are understood from the point of view of theorists like Judith Butler and Michael Foucault are postulated as they contribute to the needs of the school reality, in which dynamics of inclusion, respect and understanding of social ideological changes are not manifested, and that education is able to achieve. |
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