Los clásicos redivivos en el aula (Modelo didáctico interdisciplinar en Educación Literaria)

Abstract

This thesis proposes a didactic model about Literary Education through interdisciplinary collaboration, starting from a systematic revision of the methodology used by the author during a decade of action-investigation by coordinating different projects dealing with literary creation for children and teenagers, which brings the all-time great writers up to date by its significative reading and the abductive semiology of imagination. It shows the genealogy of a classsical text reception coming from the German Romanticism, which grows with the Krausism and is based on the hypertextuality, with the new democratic pedagogy demand, as Dilthey, Rodari, Mendoza, among other theoreticians of the integrated curriculum, have announced. The model is based on two procedures of investigation, where Calderón and Cervantes relive thanks to the cooperation of different specialities in Primary and Secondary Education: Calderón in the Romea (spread on the internet and awarded by Santillana) and More than one hundred lies: Don Quixote and Sabina plotted (carried out in a telematics seminar and published both printed and on digital format.