Gothic Literature: Didactic Proposal

Gothic literature: didactic proposal

Introduction

This didactic proposal is motivated by the need to show how empathy can work through literature in a primary education classroom, and demonstrate that this is an excellent resource to develop this skill. It is intended to show the value of literature as a means to work their own emotions and those of others, as well as education in values with children of primary education, to show the impact that this will have in their day to day to day, helping them to be better people and develop social skills that allow them to develop properly with the rest of the students, with teachers and their families.

The objective is to ensure that those children who are prone to discrimination and / or aggression can be put in the place of people who suffer their consequences through the characters in the stories and that those children who are discriminated against feel understood. As mentioned in the theoretical framework, empathy is closely related to prosocial behavior and the inhibition of aggression, so this could resolve many of the conflicts in the classroom and at the same time motivate children to read, since, if they feel identified and sympathize with the characters, their taste for reading will increase.

Developing

Reading is like traveling through imagination, discovering other places, other worlds and other lives. Therefore, this proposal can be considered as a long trip in which several stops are made, formed by the different activities that are carried out, grouped by theme.

This didactic proposal is designed for boys and girls from a primary education room, since at this age they have already achieved enough intellectual and emotional maturity to recognize their own emotions and those of others, being able to empathize so much with peoplemore relatives, as with those who do not know or cannot see directly.

The educational center for which this didactic proposal has been thought of, is a public center for early and primary education, line two, that is, it has two groups of students for each of the educational levels, which make up a total of 6units for early childhood and 12 for primary education, all in operation. 

This school is located in one of the most central areas of the center of the capital of Lugo. Therefore, children educated in this center come mainly from high middle class families, which can be explained by their geographical location, since in this area the houses are for people with high purchasing power. In addition, the low presence of foreign students and gypsy ethnicity is also remarkable.

The class group, consists of 25 children between 9 and 10 years, almost all of Spanish origin, with the exception of a child of Latin American nationality. It does not have children with intellectual disabilities, nor with high capacities, all having a medium cognitive capacity within the normality range. 

However, it is important to mention the presence of a student with possible ADHD with a hyperactive profile, as well as another student with difficulties in social interaction, for which a series of measures adapted to their needs will be proposed later. It is also important to take into account the methodology carried out by the tutor or tutor during the teaching-learning process with the group of students, since it is a factor that significantly influences the development of their skills. 

In this case, the didactic proposal was designed for a real class and a real students, described above and the tutoring teacher we are found, is completely opposed to the use of textbooks and the structuring of classes by areas of knowledge of knowledge language,Mathematics, English. And with fixed schedules. Their methodology is totally constructivist, active and participatory, taking advantage of children’s previous ideas and helping them reach their own conclusions and learning through reasoning and the search for information. 

Its main objective is to make them think, that they can develop their own opinion and learn to defend it through arguments, thus avoiding being manipulated. On the other hand, the tables in the classroom are organized by groups, which shows us the importance it gives to teamwork. In addition, he transmits his passion for literature, he has a small library in the classroom in which books on a wide variety of themes collect, and also about his passion for art.

Although it is very important to take into account all these conditions when carrying out the implementation of this proposal, because it is not the same to work with boys and girls who have already received training on emotional education. It should be said that this pedagogical proposal can be carried out in any primary education classroom in any center and with all types of students.

The fact of having chosen this center and this class described here is because at first before the situation we currently live due to COVID-19, it was intended to be able to put this proposal into practice. Well, there had been talk to the center’s teacher and was going to be implemented in the classroom. Unfortunately, it has not been finally carried out in a classroom, although in the future it will try again.

Curriculum aspects related to unity: key objectives, contents and competences. According to Decree 105/2014, of September 4, which establishes the Primary Education curriculum in the Autonomous Community of Galicia, the objectives that all students must reach throughout this stage and that are implicit in theDevelopment of this didactic proposal, are shown below:

• Know and appreciate the values and norms of coexistence, learn to act in accordance with them, prepare for the active exercise of citizenship and respect human rights, as well as the pluralism of a democratic society.
• Develop individual work and team habits, effort and responsibility in the study, as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, interest and creativity in learning, and entrepreneurial spirit.
• Acquire skills for prevention and for the peaceful resolution of conflicts that allow them to develop with autonomy in the family and domestic sphere, as well as in the social groups with which they relate.
• Know, understand and respect different cultures and differences between people, equal rights and opportunities of men and women and the non -discrimination of people with disabilities or other reasons.
• Know and properly use the Galician language and the Castilian language, and develop reading habits in both languages.
• Acquire at least one foreign language the basic communicative competence that allows them to express and understand simple messages and develop in everyday situations.
• Use different artistic representations and expressions and start the construction of visual and audiovisual proposals.
• Value hygiene and health, and accept the body itself and that of others, respecting differences and use physical education and sports as a means to favor personal and social development.
• Develop their emotional abilities in all areas of personality and their relationships with others, as well as an attitude contrary to violence, prejudices of any kind and sexist stereotypes and discrimination due to issues of emotional-sexual diversity.
• In addition, a series of specific objectives are written below, which must be achieved at the end of the unit:
• Know the concept of emotion, through the different emotions that exist
• Recognize one’s emotions and those of others, and the way in which they manifest
• Infer what others are thinking or feeling and acting accordingly
• Acquire empathy through literature
• Develop oral and written understanding and expression
• Develop body expression capacity
• Develop imagination and creativity
• Develop socio-affective capabilities that improve relationships between children
• Develop reading skills
• Acquire reading habits

conclusion

As for the key competences, also proposed in Decree 105/2014, of September 4, which establishes the Primary Education curriculum in the Autonomous Community of Galicia, with this didactic proposal the following will be worked: Competence in Communication in CommunicationLinguistic Competence in learning to learn social and civic competences Competition in consciousness and cultural expressions Competition in the sense of the initiative and entrepreneurial spirit.Didactics