Reading promotion of the poetic genre in Primary Education through a hypertextual didactic model

Abstract

Developing students’ reading habits remains one of the main struggles for teachers at all levels of education. Moreover, the presence of poetry, both in the school context and in the publishing sector itself, is inferior to narrative and has lost interest among young people and adults. Therefore, the objective of this study is to analyze a poetic-musical model with hypertext didactic projection, after its application with primary school students, in order to promote poetic reading. The research design focuses on a qualitative methodology of interpretive design, based on an action research approach. 27 students of the second cycle of primary education participated. A series of techniques based on observation are used (direct observation with the collection of results from the field diary), techniques based on conversation (debates and discussions), analysis of documents and audiovisual media (didactic sheets, literary-musical creations). A didactic intervention based on a hypertextual model of Antonio Machado and Federico García Lorca was carried out. The data analysis was carried out with the qualitative program Atlas.ti 9, through an inductive system of categorization and coding. The results obtained show the pedagogical possibilities offered by the proposed poetic-musical model for the promotion of poetic reading in the classroom. In short, it is considered necessary to strengthen the reading plans of educational centers, betting on the interdisciplinarity of their fields.