Educational innovation: teaching children's literature from a gender perspective. Proposals for intervention

Abstract

Literary education, as an agent of cultural and social transmission, has the responsibility of training readers who are capable of developing their critical spirit and questioning those aspects of society that should be improved. In addition to its aesthetic and artistic value, the didactics of literary education must also contemplate the social vision, interpretations and values that underlie its discourse. Many texts disguise sexist contents that perpetuate discriminatory behaviors towards women. Reading and analyzing texts from a gender perspective implies working for and from equality in order to offer identification models that break with sexist stereotypes. Our didactic proposals go through to extend the canon that can be observed in the classrooms to make women authors visible and also to bet on contents that dismantle the gender and normative imperatives, with the intention of integrating sexual diversity through literature. The results support the need to implement coeducation in the classroom to build a fairer and more equal world.