Literature learning in high school education: A musing from university students’ gazes and some propositions for didactic improvement

Abstract

This research ventures the challenges of Literature learning in Nicaraguan high school education. Regarding this line of work, university students of Language and Literature’s appreciation of the teaching of this topic in high school was probed, rooted on their professional training internships. Moreover, due to this perspective, students have been encouraged for pedagogical innovation with the creation of didactic strategies to mediate literature, answering to the identified learning hurdles. In this regard, firstly, a diagnosis was applied to find students’ assessments about the teaching of literature from criteria such as teacher education and didactic planification. However, it is not meant to evaluate teachers, but to offer proactive perspectives around it. On the other hand, results have allowed to raise didactical proposals created by students after the solution of the questionnaire. It was to boost innovation in learning strategies on this subject from some of the difficulties found hoping this approximation to the educational dynamic generates, aside from answers, new question and reflections around this didactic.