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An 'education to reality': An interdisciplinary framework for teaching literature in the classroom

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An 'education to reality': An interdisciplinary framework for teaching literature in the classroom

dc.contributor.author	Villacañas de Castro, Luis Sebastián
dc.date.accessioned	2015-04-01T10:49:39Z
dc.date.available	2015-04-01T10:49:39Z
dc.date.issued	2014	es_ES
dc.identifier.uri	http://hdl.handle.net/10550/42932
dc.description.abstract	This chapter presents an interdisciplinary framework for teaching literature capable of disclosing the real determinations that might affect a literary work. Inspired by Marx's method as much as by an expression originally coined by Sigmund Freud, this interdisciplinary framework is presented as part of an 'education to reality' project, that main aims of which are not distinct from those adopted by several critical and transformative pedagogical approaches.	es_ES
dc.language.iso	en_US	es_ES
dc.source	Villacañas de Castro, L S. (2014). An 'education to reality': An 'education to reality': An interdisciplinary framework for teaching literature in the classroom. En A. Reyes Torres, L. S. Villacañas de Castro, & B. Soler Pardo (Eds.), Thinking through children's literature in the classroom. Newcastle Upon Tyne: Cambridge Scholars.	es_ES
dc.subject	didáctica de la lengua extranjera y su literatura	es_ES
dc.subject	didáctica de la literatura	es_ES
dc.subject	pedagogía crítica	es_ES
dc.subject	crítica literaria	es_ES
dc.title	An 'education to reality': An interdisciplinary framework for teaching literature in the classroom	es_ES
dc.type	book part	es_ES
dc.subject.unesco	UNESCO::PEDAGOGÍA	es_ES
dc.description.abstractenglish	This chapter presents an interdisciplinary framework for teaching literature capable of disclosing the real determinations that might affect a literary work. Inspired by Marx's method as much as by an expression originally coined by Sigmund Freud, this interdisciplinary framework is presented as part of an 'education to reality' project, that main aims of which are not distinct from those adopted by several critical and transformative pedagogical approaches	es_ES