Transit from literary training to lecto-literary didactic training in higher education.

Abstract

A critical analysis is offered, which represents the transformation of literary training to a superior quality. To do this, the main negative incidents that restrict this process are precisely determined; therefore, at the same time that each limitation is presented, considerations are given in the epistemological order that contribute to characterize the situation, and to find a solution, from a theoretical point of view, with a practical perspective.