Towards a critical literacy with a gender approach in the teaching of literature

Abstract

In Mexico, literacy has been shown as a solution to reading comprehension problems by giving it a sociocultural approach while promoting critical thinking. The objective of this text is to present the concepts of critical literacy and a gender approach, as well as the key aspects of critical literacy by Vasquez (2017) to expand them and incorporate a gender approach based on what was mentioned by Moreno (2000), Martínez-Martín (2016), and Martin et al. (2017). Based on this, the twenty-two critical literacy techniques by Cassany (2006) and Critical Literature Pedagogy (CLP) by Borsheim-Black et al are discussed. (2014), and the relevance of both in the teaching of literature. With all the above, a series of guidelines are proposed to formulate a critical literacy with a gender approach that works as a cross-cutting theme in all subjects, since it corresponds to the axis of reading skills and critical thinking, this means that it has attitudinal and, above all, social components that contribute to reflection and analysis of current issues. On the other hand, it is difficult to address this perspective in class discussions without the solid support of the social sciences area, where declarative knowledge is necessary to make an analysis on aspects of power, gender, inequality, canon, etc. That is, although it is a cross-cutting theme, it is necessary to have some clear concepts for its application.