Análisis de las prácticas docentes en torno a la escritura poética

Abstract

This article shows a diagnosis of methods of teaching poetry writing used by teachers at some high- schools in Mexico City. At the initial stage of this research and using Google Forms, teachers of three different types of high schools were given a questionnaire. This included general questions regarding the teachers’ working conditions, their literary preferences, the sections in their Study Programs containing the subject matter of study, and the activities and methods used for the writing of poetry. The results were analyzed with the Statistical Package for Social Sciences (SPSS). It was found that within the Study Programs of three different types of high schools poetry is approached studying its essential characteristics: the fundamental interaction of form and content, its rhetorical figures, its contrast with others genres, appreciation, analysis and criticism of texts, but a specific systematic method for the teaching of writing of this genre is missing. Only two study programs included a small section for poetic writing but was not systematic and it did not had specific activities.