Prácticas de literacidad en la clase Poesía Colombiana: enseñanza literaria en contexto

This article presents an analysis of strategies to teach literature in a formation literary disciplinary, through reading and exploring poetry. Consequently, the way to teach literature produces a literature professional as intellectual from political and reflexive thinking, besides sociocultural and historical interpretation of literary works. This study evidence reading strategies and hermeneutic processes as features of the teacher role. Likewise, this pedagogic practice allows recognition of how teachers could generate an esthetic and genuine literature experience, where the sensibility and memory capacity of the teacher make involve students. The methodology framework is ethnography from academic literacy, by means of class observations and semi-structured interviews as data collection techniques. The findings of this study demonstrate that a literature professional’s disciplinary identity origins from ways to interrogate literary works and literature didactic. As a head conclusion, is necessary to relate literature teaching to reading epistemic function, cause this connection involves students in literary mechanisms, criticism, and emancipatory discourse. Furthermore, literature is an excuse to reflect on human, social, cultural, and historic interests, since a strict and complex literary interpretation.