Resumen

CANETT CASTRO, Karla Michelle; FIERRO LOPEZ, Laura Emilia  y  MARTINEZ LOBATOS, Lilia. Towards a critical literacy with a gender approach in the teaching of literature. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2021, vol.12, n.23, 00019.  Epub 06-Dic-2021. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i23.965.

In Mexico, literacy has been shown as a solution to reading comprehension problems by giving it a sociocultural approach while promoting critical thinking. The aim of this text is to present the concepts of critical literacy and gender approach, as well as Vasquez’ (2017) key aspects of critical literacy in order to expand them and incorporate a gender approach based on the contributions of Moreno (2000), Martínez-Martín (2016), and Martin et al. (2017). Based on this, Cassany’s (2006) twenty-two critical literacy techniques and Borsheim-Black et al.’s (2014) Critical Literature Pedagogy (CLP) are discussed, as well as the relevance of both of them to the teaching of literature. We propose a series of guidelines to formulate a critical literacy with a gender approach that works across all academic subjects, since it corresponds to the axis of reading skills and critical thinking, which means that it has attitudinal and, above all, social components that contribute to reflect on and analyze current issues. On the other hand, it is difficult to address this perspective in class discussions without the solid support of the social sciences, where declarative knowledge is necessary to make an analysis on aspects of power, gender, inequality, canon, etc. That is, although it is a cross-cutting theme, it is necessary to have some clear concepts for its application.

Palabras llave : critical literacy; gender approach; literature teaching; literacy strategies; cross-cutting themes.