The existing tension between undergraduate literature students and literary classics results in a conflicted relationship that signals a problem in their comprehensive education and highlights the need to consider which learning models and types of pedagogy can help bridge these gaps. In response, a...
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| Format: | Article |
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https://revistas.sena.edu.co/index.php/RVI/article/view/7274 |
| Summary: | The existing tension between undergraduate literature students and literary classics results in a conflicted relationship that signals a problem in their comprehensive education and highlights the need to consider which learning models and types of pedagogy can help bridge these gaps. In response, a preliminary study was conducted by the teacher-researcher within the course Elizabethan Literature, which led to the formulation, planning, and implementation of Elizabethan Festivals—a pedagogical project that effectively integrates academic, artistic, and humanistic components, considered fundamental pillars of teacher education.
Moreover, the festival experience fosters meaningful interaction between university students and children and adolescents from La Casa del Menor Nuestra Señora del Palmar in Palmira, Valle del Cauca. Through this process, future Literature teachers assume an active and proactive role in their professional training, supported by the principles of Project-Based Learning (PBL) and Theatre Pedagogy. The objective of this article is to present a series of reflections derived from the work carried out across three editions of the aforementioned project. |
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