The literary Education of the Classics and its interdisciplinary projection for competency-based learning
Abstract
This study proposes epistemological and didactic bases to consider literary education as a humanistic social science that encourages cooperative and creative learning of an interdisciplinary nature taking the classics as a starting point.
It is part of a hypothesis based on semiotic theories of the hypertext: the educational consideration of literary classics as modern works because its social interest and reference to diverse matters has been thriving along the centuries. It contributes to solve a problem that threatens the current challenge of key competency-based learning: the academic habit of confusing literature with the history of literature and writing with a mere representation of orality, which undermines the heuristic learning inherent in the connective and reflective cognition that encourages interdisciplinary educational practices.
Therefore, it proposes a research-action methodology in the classroom that has been validated with numerous interdisciplinary interventions in the stages of primary and secondary education, where literary classics have been matched with authentic contexts by their XXI century readers: children and adolescent create hypertexts which have been gathered in tribute-books which have been analyzed qualitatively.
The resulting didactic model is a pioneering teaching reference for interdisciplinary literary education oriented toward a competency-based educational approach comprising task-based learning and projects.
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