Latin American ethnoliterary content in the teaching-learning process

Abstract

This work is the result of the theoretical-methodological systematization of the treatment of Latin American ethnoliterary content in the teaching-learning process of Latin American Literature. It proposes to teach and learn literature from the multidisciplinary relations of the Latin American ethnoliterary content in order to propitiate feelings and reflections in students through reading. The epistemic analysis of the concepts ethnoliterature and Latin American ethnoliterature made it possible to understand the features that typify Latin American ethnoliterary content and its treatment. To approach the treatment of Latin American ethnoliterary content is to establish the didactic procedures that allow the formation and development of a system of knowledge related to the representations of indigenous and Afro-American symbolic images and the hybridity between them, reflected through myths, legends, customs, religions, etc. Likewise, the reflection of social problems with backgrounds in the struggle of identities and the expression of the man-nature relationship is assumed. From this perspective, it is exemplified from the selection of some literary works produced in the region, which shows how this content can be worked on in the process, and encourage students to identify, recognize and understand the main regularities that mark the historical and literary evolution in Latin America. The treatment of this knowledge should develop intellectual and professional skills in students and favor the formation of national and Latin American identity as values.