The reading of classics in the pre-university stage: a proposal for intervention

Abstract

This article addresses the promotion of reading classics among pre-university students with the presentation of a work proposal from the play by Federico Garcia Lorca, Yerma, due to the relevance and timeliness of the topics covered. The qualitative research results presented demonstrate that literature creates spaces that allow students to imagine, believe possible worlds, share their reading experiences with the group and play with the literary text. In addition, students develop a literary competence, reflect with the group and discuss a reality where there are many cultures and different opinions. Furthermore, a bimodal methodological perspective that emphasizes the relevance of this literary text in the XXI century is included.