Neuroliteratura e imagen: una puerta hacia la lectura autónoma

Abstract

The Intervention project called Neuroliterature and image: a door to autonomous reading, was a proposal that consisted of motivating reading scenarios in the classroom that transcended it, to connect students with their emotions, autonomous reading, and their patterns cerebral; in order that literature is not only an academic experience, but above all a life experience. For this reason, our research question was: In what way can Neuroeducation, by means of the image, contribute to the motivation of autonomous reading in ninth-grade students at the Abraham Lincoln School in Bogotá? which was based on the proposals of Garrido (2002), with respect to autonomous reading; Mata (2016) with his contribution to the connection between Neuroscience and reading; and Barragán, Gómez, and Moreno (2010) with their studies on semiotic reading, among others. As an intervention proposal, activities related to the reading and production of images based on the different literary texts were proposed, which would impact the memory and emotions of the students, to generate meaningful learning. This was achieved due to the increase in students motivated to participate in research in literature, and with a greater sensitivity towards the reflection of literary texts in the Spanish Language classes. The proposal did not reach its evaluation process, because, although the instruments are designed, the school calendar B implied a culmination of the school year, different from calendar A, of the specialization, which crossed the times with the students who later went on to the next level. However, it is planned to apply the instruments, for the purposes of creating a research article.