Reading outside of the box: Children's books by Pablo Aranda to problematize the social narrative in teachers training
DOI:
https://doi.org/10.30827/unes.i20.32008Keywords:
Critical Literacy, Early Childhood Education, Didactics of Social SciencesAbstract
Introduction: Developing Critical Literacy from early childhood is a challenge that must be addressed by critically engaged educators. Thus, within the teachers training, we analyze part of the training program aimed at fostering Critical Literacy in future educators while they acquire guidelines and tools on how to implement these in the classroom through the use of critical questions.
Method: The qualitative research conducted incorporates a meticulous content analysis of the narrative group productions from a cohort of students enrolled in the subject Didactics of Social Sciences in Early Childhood Education at the University of Málaga. This study examines the use of literal, inferential, and critical questions to problematize children’s texts authored by the Malaga-based writer Pablo Aranda, along with students’ own creations.
Results: The results testify to the effort required from the pre-service teachers to grasp the complexity of utilizing critical questions to engage with the underlying social narratives in the texts they have analyzed. However, following the training received, a shift is observed from the predominantly used literal questions in early childhood classrooms towards inferential and critical questions that illuminate social issues.
Conclusions: Continuing to work in this line of research is an imperative necessity, making the development of Critical Literacy the central axis of teacher training.
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