Competence approach and new didactics for literary education

Abstract

Literary education is seen as the way to ensure that students develop consolidated reading habits that enable them to judge what they read and to assess the way in which this reading contributes to their personal development, and it marked a decisive change in the assumptions on which literary education was based. The assumption of the competency-based approach already initiated with the LOE in 2006 and now consolidated in the LOMLOE only helps to reinforce many of the postulates on which its implementation was based. In this sense, the idea of turning the classroom into a real communicative context has promoted teaching models that, inspired by the new active methodologies, seek to promote didactic approaches that, beyond historiographical assumptions, mechanistic communicative schemes or the recurrent formalist and philological dominant assumptions, propose to give priority in the field of literature to more participatory, inquisitive, exploratory and creative pedagogical proposals. Throughout this paper we will investigate some of the changes that the establishment of the concept of literary competence is bringing about from the didactic point of view, and the way in which this is related to the development of elements such as active listening, research, cooperative work, critical thinking..., with which, together with the inclusion of new technological resources, the aim is not only to promote learning as opposed to teaching, but also for students to become increasingly autonomous readers who are aware of their own learning.