Literary criticism and didactics of literature: a dialogic link for the formation of critical readers
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Keywords
Literary criticism, Didactics of literature, Critical reading, Literary education, Reader formation
Abstract
This article examines the relationship between literary criticism and didactics of literature, emphasizing their role in the formation of critical readers. To this end, it analyzes the concept of literary criticism and its main theoretical approaches. It also reviews the transformations in literature teaching and its shift toward models that prioritize student participation and the collective construction of meanings. In summary, three key ideas are highlighted: the value of a dynamic and transformative criticism capable of engaging with contemporary issues; the importance of a literary education that moves beyond traditional models, fostering a formative experience that connects literature with sociocultural reality and strengthens critical thinking in the classroom; and the need for literary didactics to promote an interdisciplinary approach that integrates various critical perspectives to develop students’ literary competence.
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Frak Torres Vergel, Umecit University, Panama
PhD candidate in Educational Sciences (Universidad Umecit, Panama). Master's degree in Latin American and Caribbean Literature (Universidad del Atlántico, Colombia). Bachelor's degree in Modern Languages (Universidad del Magdalena, Colombia). Secondary and High School Teacher at the Magdalena Department of Education.