Developing critical thinking in students of Primary Education Degree through literary conversation about reading experiences on comics

Abstract

In this paper a series of strategies and activities aimed at undergraduate students in Primary Education are proposed, aiming to respond to a model of experiential learning that they can adapt to their future professional practice in primary school classrooms for the development of critical reading through literary conversation about multimodal texts. In our specific case, the comics Esther y su Mundo and Leñadoras have been selected, two works chronologically distant from each other, but both belonging to a mass youth feminine literature. Both the works allow us to observe the persuasive strategies of popular culture, as well as to attend to the evolution of topics and aesthetic models in reference to the production and reception of texts linked to feminine literature.