AAn Intersectional Approach to Literature Teaching

Abstract

Literature teaching in the classroom of Spanish as a first language requires a constant critical approach of the literary field (Bourdieu) and the places of enunciation of the voices that are materialized in the text. The article deals with the case of a corpus of Afrofeminine poetry in Colombia to draw some lines of analysis, based on the national guidelines for educational quality in the area, that can contribute to the development of competencies for diversity, interculturality and the production of meaning, pointing to the transformation of practices and, ultimately, of reality.