Aesthetic incursions in the teaching of literature: an (almost) forgotten dynamizer

Abstract

This article proposes an aesthetic approach in the teaching of literature and in the acquisition of reading habit, based on the different problems that have been raised by methodological strategies of a historicist, formalist or receptionist nature. These paradigms have had in referentiality the touchstone of approaches that have never managed to detach themselves from the problems that drag the different corpora or the instrumentalized use of literature in classroom. In this way, and once the meaning of the aesthetic experience has been contextualized from the contemporary socio-educational perspective, a mediation strategy in absentia is proposed. This teaching intervention assumes the ineffability of the reading process, and its intrinsically gratifying and pleasant nature, as starting points from which contact with the text is contemplated from an aesthetic perspective. Only in this way, from the consideration of reading as an aesthetic fact of an experiential, subjective, unique and ineffable nature, it seems possible to trace methodological horizons that lead to the acquisition of reading habit.