{"id":98736,"date":"2018-03-11T10:19:35","date_gmt":"2018-03-11T10:19:35","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/la-vision-del-otro-en-la-poesa%c2%ada-heroica-medieval-espanola-como-base-para-la-didactica-del-genero-desde-una-perspectiva-comunicativa-e-intercultural\/"},"modified":"2018-03-11T10:19:35","modified_gmt":"2018-03-11T10:19:35","slug":"la-vision-del-otro-en-la-poesa%c2%ada-heroica-medieval-espanola-como-base-para-la-didactica-del-genero-desde-una-perspectiva-comunicativa-e-intercultural","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/teoria-analisis-y-critica-literarios\/la-vision-del-otro-en-la-poesa%c2%ada-heroica-medieval-espanola-como-base-para-la-didactica-del-genero-desde-una-perspectiva-comunicativa-e-intercultural\/","title":{"rendered":"La visi\u00f3n del otro en la poes\u00edaheroica medieval espa\u00f1ola como base para la did\u00e1ctica del g\u00e9nero desde una perspectiva comunicativa e intercultural"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Aldo Daparte Jorge <\/strong><\/h2>\n<p>Siguiendo los planteamientos del nuevo curr\u00edculo, influidos por el enfoque comu-nicativo de la educaci\u00f3n y las aportaciones de las nuevas tendencias cr\u00edticas, se conside-ra que las antolog\u00edas, organizadas en torno a un eje tem\u00e1tico, en este caso, la visi\u00f3n del otro, son un medio id\u00f3neo para el aprendizaje literario. La poes\u00eda heroica medieval, presentada en los manuales escolares de manera fragmentaria, por sumisi\u00f3n a una dis-tribuci\u00f3n gen\u00e9rica deudora de los debates te\u00f3ricos sobre esta cuesti\u00f3n y, ya de por s\u00ed v\u00edctima de la &quot;ilegibilidad continua&quot; que est\u00e1 afectando a la literatura medieval y cl\u00e1si-ca, constituye el corpus (canon formativo que no se corresponde con el filol\u00f3gico) al que se aplica el m\u00e9todo. los factores de orden individual y colectivo (fragmentaci\u00f3n cultural, multicultura-lidad, nuevas tecnolog\u00edas&#8230;) En interacci\u00f3n con los cuales se lee la literatura imponen una nueva pr\u00e1ctica docente marcada por tres principios: la interactividad entre diferen-tes niveles, la interdisciplinariedad y la interculturalidad. La naturaleza cr\u00edtica (episte-mol\u00f3gico-discursiva) de este trabajo de investigaci\u00f3n lleva aparejada la obligaci\u00f3n de facilitar el acceso de un destinatario condicionado por un curr\u00edculum cultural espec\u00edfico y por la imposici\u00f3n derivada de una pr\u00e1ctica social reglada (la lectura escolar) a un n\u00fa-mero razonable y representativo de textos can\u00f3nicos, salvando sus inevitables prejuicios negativos hacia el producto ofrecido. Esos tres principios planteados con el fin de orien-tar la pr<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>La visi\u00f3n del otro en la poes\u00edaheroica medieval espa\u00f1ola como base para la did\u00e1ctica del g\u00e9nero desde una perspectiva comunicativa e intercultural<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 La visi\u00f3n del otro en la poes\u00edaheroica medieval espa\u00f1ola como base para la did\u00e1ctica del g\u00e9nero desde una perspectiva comunicativa e intercultural <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Aldo Daparte Jorge <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 22\/01\/2010<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Eduardo Encabo Fern\u00e1ndez<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: pedro c\u00e9sar Cerrillo torremocha <\/li>\n<li>ram\u00f3n Francisco Llorens Garc\u00eda (vocal)<\/li>\n<li>eloy Martos n\u00fa\u00f1ez (vocal)<\/li>\n<li>gabriel Nu\u00f1ez ru\u00edz (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Aldo Daparte Jorge Siguiendo los planteamientos del nuevo curr\u00edculo, influidos por el enfoque comu-nicativo de la educaci\u00f3n [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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