Artículo Pedagogía de la Lengua y Literatura

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    Análisis semiótico de la obra Los empedrados de la sangre de Carlos Luis Ortiz Moyano
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-22) Castro Salguero, Valeria Nayeli; Romero Obando, Milton Fernando
    Contemporary Ecuadorian literature has developed new forms of symbolic representation within poetic discourse, incorporating elements related to memory, identity, and human experience through the use of complex metaphors. Within this context, the present research focuses on the poetry collection Los empedrados de la sangre by the Ecuadorian poet Carlos Luis Ortiz Moyano. The main objective was to analyze the myth of blood within the work through a semiotic study of metaphorical discourse based on Paul Ricoeur's theory of living metaphor. The research was theoretically grounded in Ricoeur's hermeneutic postulates, allowing us to interpret metaphors as symbolic structures that generate meaning. Methodologically, a qualitative, interpretive approach was employed, organizing the analysis around four thematic axes related to blood as a symbol of identity, cultural memory, symbolic violence, and ancestral continuity. The results showed that blood constitutes the central symbolic core of the poetry collection, articulating metaphors related to the body, stone, territory, and family heritage. In conclusion, the metaphor of blood functions as a hermeneutic structure capable of transforming human experience into a profoundly symbolic and cultural poetic discourse
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    Mujer, resistencia y representación en “Yo siempre he sido Nela Martínez”
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-22) Aza Saraguro, David Andrés; Guevara Mejía, Melany Daniela; Romero Obando, Milton Fernando
    Female representation in Ecuadorian literature and history has been marked by processes of invisibilization that have limited the recognition of women's role in the country's social and political development. In this context, I Have Always Been Nela Martínez recovers the memory and experiences of one of the most significant female figures in twentieth-century Ecuador. However, most studies have focused on her political trajectory, leaving aside the analysis of female representations and forms of resistance present in her autobiography. Therefore, this research aimed to examine the construction of the rebellious woman in the work through the theoretical contributions of Simone de Beauvoir. The study adopted a qualitative and critical-literary approach based on the textual analysis of the autobiography and categories such as woman, resistance, and representation. The findings reveal that Nela Martínez constructs a female identity that breaks with the traditional roles imposed by patriarchal society, establishing herself as a figure of rebellion, political participation, and social commitment. Likewise, resistance is expressed through the questioning of structures of domination, the defense of popular sectors, and the creation of networks of female solidarity. It is concluded that the work presents Nela Martínez as a symbol of resistance and social transformation, demonstrating that the construction of the rebellious woman emerges from critical awareness, personal experience, and collective commitment
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    Catarsis emocional a través del teatro en la formación profesional del docente de lengua y literatura
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-20) Chulde Peralta, Erika Nicole; León Raura, María Victoria
    This case study examines how dramatic techniques influence the training of Language and Literature teachers, focusing on the Máscaras de Maíz theater group at the Technical University of Cotopaxi. A qualitative and interpretative approach was employed, involving 23 participants from three different generations through a focus group technique. The findings indicate that theatrical practice is an effective tool for emotional expression and regulation. Participants were able to express vulnerability and manage stage anxiety while portraying complex characters, which, through continuous practice, became a means of developing resilience. Active participation in theatrical activities also fosters the development of essential professional competencies such as responsibility, teamwork, and self-confidence. Over time, these skills are reflected in teaching performance through effective voice projection, body language, and empathy, enabling future teachers to interact successfully with students who present diverse needs and backgrounds within the Ecuadorian educational contex. In this regard, theater contributes significantly to strengthening teaching practice by providing pedagogical and socio-emotional tools that help educators address the educational and emotional challenges inherent in the teaching profession
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    La dramatización de leyendas de la cultura popular en el desarrollo de la expresión oral
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-22) Escobar Paste, Brigitte Mercedes; Riera Gavilanez, Andrea Jhoana; León Raura, María Victoria
    This research aimed to analyze the impact of dramatizing legends from Ecuadorian popular culture as a pedagogical strategy for developing oral expression in 13 ninth-grade students of General Basic Education at “Lenin School” during the 2025–2026 school year. The study was conducted under a qualitative, applied approach at a descriptive-explanatory level, using semi-structured interviews before and after an intervention based on the dramatization of four legends from Ecuadorian popular culture. The results showed improvements in confidence, fluency, clarity, body language, speech organization, and story comprehension, while also supporting the inclusion of a student with dyslexia through multisensory resources. Additionally, participants acknowledged dramatization and collaborative work as strategies that strengthened their learning and oral expression skills. It is concluded that dramatizing legends is an effective didactic strategy for enhancing communicative competence, promoting cultural identity, and fostering meaningful and inclusive learning
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    Uso de libros troquelados con historias de vida para el desarrollo
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-23) Benavides Correa, Sashenka Anahi; Vaca Cerda, Telmo Edwin
    The study evaluated the changes in the perception of 36 eighth-grade students of Basic General Education regarding their cognitive development, after using die-cut books with life stories as a teaching resource.The research adopted a quantitative, applied approach and a pre-experimental design with pretest and posttest measurements.A structured questionnaire using a Likert scale, consisting of ten items, was applied, validated by expert judgment and with high internal consistency. The results revealed a statistically significant increase in the participants' perception, rising from a weighted average score of 2.93 out of 5 in the initial diagnosis to 4.54 in the final evaluation, while the frequency of favorable responses increased from 23.3% to 99.4%.The paired samples t- test confirmed significant differences t (35) = 6,59; p < 0,01 and a large effect size d = 2,09. It was concluded that the combination of three-dimensional tactile support with contextualized narratives significantly strengthened students' perception of their attention processes, conceptual retention, and transfer of learning to daily life, suggesting for future research the use of control groups and objective performance evaluations