The lecto-literary didactic formation: way of professional integration in the students of Arts and Spanish Literature.

Abstract

Theoretical considerations are offered on the necessity of the lector-literary didactic training of the students of Arts and of Spanish-Literature. The lector-literary didactic dimension is recognized to concretize the double intentionality of the training process of these professionals, since teaching is one of the modes of action of the Bachelor of Arts. The conventions are treated as a literary category, with a lector-literary distinction, which by forming a network, guarantees orientation and direction in the teaching of reading, analysis and literary promotion. A group of objectives is proposed for the lector-literary training, which are associated with those of the academic years, as a guarantee of a gradual process in the initial training of these professionals.