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Authors
García Fernández, Beatriz
Advisor(s)
Abstract(s)
La literatura infantil permite trabajar un amplio abanico de competencias que
pueden ser abordadas en un contexto formal de aprendizaje. El empleo de la
literatura infantil permite generar un nexo entre lo real y la ficción, favoreciendo,
más allá de la creatividad, el desarrollo de otras competencias como son la
competencia en lectura, la competencia escrita y la competencia en comunicación
oral, permitiendo así promover un amplio espectro de interacciones sociales.
Pese a las ventajas que presenta el empleo de la literatura infantil, su potencial en los
ámbitos científico y ambiental ha sido poco explorado. Así, encontramos obras en las
que se aproximan los lenguajes literario y científico, pues la naturaleza en general, y
los seres vivos en particular, han servido como fuente de inspiración a numerosos
autores de literatura infantil. Por ello, en este tipo de obras suelen aparecer conceptos
científicos que permiten enriquecer el léxico de niños y niñas, favoreciendo una
comprensión más efectiva de los mismos, pues se aprenden en un contexto no
asociado específicamente a la enseñanza de las ciencias. Esta aproximación entre los
lenguajes científico y literario permite llevar a cabo un análisis más complejo de las
obras.
En este trabajo se ejemplifican estas cuestiones a través de dos obras: Nham, Nham
de Mick Manning y Brita Granstrom (2000), y ¿Todavía nada? de Christian Voltz
(2008), ambas adecuadas para 1º y 2º curso de Educación Primaria. Se señalan los
diferentes conceptos científicos abordados en ambas obras, destacando algunas
estrategias de exploración interdisciplinar. También se clasifican ambas obras de
acuerdo a criterios para obras literarias de carácter científico y ambiental.
Finalmente, se destaca cómo en este tipo de obras es complejo abordar
separadamente los conceptos científicos y los valores sobre la naturaleza,
demostrándose la relevancia de ambas cuestiones para promover la educación ambiental. Mediante estos ejemplos se pretende que los docentes puedan identificar
otras obras con similar potencial, incluyéndolas en su práctica pedagógica.
ABSTRACT Children’s literature allows a wide spectrum of competences to be addressed in a formal learning context. The use of children’s literature can also generate a link between the real and the fiction, fostering, besides the creativity, the development of other competences such us reading, writing and oral communication competences, allowing to promote a broad variety of social interactions. Despite the advantages of using children’s literature, its potential in scientific and environmental areas has been little explored. Thus, there are literary works in which scientific and literary languages are approached, as nature in general and living beings in particular, have served as sources of inspiration to numerous authors of children’s literature. So, scientific concepts that can enrich the lexicon of children appear in this type of literary works. This facilitate a more effective comprehension of these concepts, as they are not learnt specifically associated to Science teaching context. This approach between scientific and literary languages enables to carry out a more complex analysis of the literary works. In this article, these questions are exemplified through two literary works: Nham, Nham by Mick Manning and Brita Granstrom (2000), and ¿Todavía nada? by Christian Voltz (2008), both suitable for 1st and 2nd year of Primary Education. The scientific concepts addressed in both literary works are pointed out, highlighting some strategies of interdisciplinar exploration. Both literary works are also classified according to criteria for scientific and environmental literature. Finally, it is emphasized that in this kind of literature it is complex to address separately the scientific concepts and the values about the nature, what demonstrates the relevance of both questions to promote environmental education. With these two examples, the authors want to help teachers identify other literary works with similar potential, including them in their pedagogical practice.
ABSTRACT Children’s literature allows a wide spectrum of competences to be addressed in a formal learning context. The use of children’s literature can also generate a link between the real and the fiction, fostering, besides the creativity, the development of other competences such us reading, writing and oral communication competences, allowing to promote a broad variety of social interactions. Despite the advantages of using children’s literature, its potential in scientific and environmental areas has been little explored. Thus, there are literary works in which scientific and literary languages are approached, as nature in general and living beings in particular, have served as sources of inspiration to numerous authors of children’s literature. So, scientific concepts that can enrich the lexicon of children appear in this type of literary works. This facilitate a more effective comprehension of these concepts, as they are not learnt specifically associated to Science teaching context. This approach between scientific and literary languages enables to carry out a more complex analysis of the literary works. In this article, these questions are exemplified through two literary works: Nham, Nham by Mick Manning and Brita Granstrom (2000), and ¿Todavía nada? by Christian Voltz (2008), both suitable for 1st and 2nd year of Primary Education. The scientific concepts addressed in both literary works are pointed out, highlighting some strategies of interdisciplinar exploration. Both literary works are also classified according to criteria for scientific and environmental literature. Finally, it is emphasized that in this kind of literature it is complex to address separately the scientific concepts and the values about the nature, what demonstrates the relevance of both questions to promote environmental education. With these two examples, the authors want to help teachers identify other literary works with similar potential, including them in their pedagogical practice.
Description
Keywords
Literatura infantil Competencia científica Competencia ambiental Valores sobre la naturaleza Children’s literature Scientific competence Environmental competence Values about the nature