Ludic activities and the teaching of literary text in Spanish

Abstract

The importance of ludic activities has long been recognized among the most diverse people as a way of educating and transmitting knowledge between different generations, despite the fact that there may have been oscillation over time between a more rigid education concerned with discipline and the imposition of rules of conduct; and a more interactive education that is capable of bringing students and teachers together in the challenge of educating in a pleasurable way. Therefore, the objective of this study is, on the one hand, to reflect on the benefits of the playful component for the approach to the literary text in Spanish classes at university level; and, on the other hand, to propose a playful activity with a short literary genre. To achieve our goals the studies by Huizinga (2007), Silva (2006) and Kishimoto (1999) are considered on the playful component and the studies of Mendoza Fillola (2004, 2007) in regards to the didactic treatment of the literary texts. Concerning the methodological aspects, the research is developed in a double strand of theoretical-empirical approach and is eminently qualitative. The material object of analysis emerges from a poem by the Cuban writer Nicolás Guillén. The construction of this study reinforced the belief that recreational activities can provide a more pleasurable learning experience and foster university learners’ autonomy and self-esteem.