La retórica del humor surrealista como modelo didáctico de educación literaria intercultural.una investigación en tercer ciclo de primaria

Résumé

This Doctoral Thesis provides a pioneering investigation which goal is to develop an intercultural literary education didactical model based on the rhetoric of surrealism, which responds to a semiotic and educative theory, respectively coherent with the logic of hypertext and with the skills paradigm which the current society needs. In this regard, through the investigation-action method, it studies the prospective components of Literary Education suited to treat the detachment shown towards reading and literature based on institutional statistical data. In scientific coherence, the theoretical framework of this investigation features a synthetic trajectory of the conceptual milestones in the constitution and the international and institutional consolidation of the linguistic power put in service of the basic responsibilities of Primary Education, being of great interest the definition of the abilities which are strategically activated into tasks that resolve problems and challenges in a contextualized and multidisciplinary way. It also looks into the intercultural, imaginative, emotional and rhetorical components that intervene in the literary competency in the service of the integral education of the apprentices from a surrealist point of view. It culminates with a review of the arts of poetry of surrealist humour in its Hispanic, European and Argentinian origins, and its educative treatment renowned in such international fields. Its methodological framework informs of a competency model which has validated an educative hypothesis in the didactic intervention with Spanish and Argentinian Primary Education students. Such model has been organized in a series of tasks of literary intervention built into the project of cultivating the rhetorical of surrealist dreaming, which is born from the logic of dreams, by junction of various strange elements in fantastical binomials which awaken a figurative meaning in the own nonsense of the human subconscious. It is because of this that it uses as interaction elements the creative actions of transmodification in order to become inspired in the accomplishment of a performance of its own creation, starting from surrealist texts and pictorial works based on the absurd and on fantasies, in order to gain contextualized improvement of its communicative competence, all of which is digitalized and spread amongst the educative community and the Web. The interpretative analysis of the data extracted from the didactic intervention confirms that the surrealist model has contributed to the increase of the fondness for reading due to its strangeness power and the imaginative discovery in a playful and relaxed environment. It has also made a positive dent in the creative fondness of the learners in order to empower their work from their own motivation, self-esteem and recognition of new artistic facets unknown to them to the social recognition of the educative community they live in. It has developed the communicative competence of the students with strong intercultural and socioemotional factors product of the authentic literary education experience available for their enjoyment, through the tasks they have performed such as rhetoric acts born to create good humour, such as the ekfrasis or the fantastical binomial. In short, the investigation that has taken place provides a valuable scientific contribution about the literary education offered through the rhetoric of surrealist humour in Primary Education, which has combined the rhetoric of the subconscious (connection of opposite ends of the fantastic binomial), the inspiration of fate (the unpredictability of automatic writing) and the imaginary project (invention of worlds through fantastic hypothesis). The highlight is that it is a pioneer investigation in an international scale in this context, as it has faced an educative field which had barely been investigated and a wide array of heuristic possibilities in the reading and literary formation, all of which are of a synergistic and abductive will. The interaction of linguistic abilities, of basic competences, of the semiosis of embraced languages and worlds born in the imaginative cognition.