La educación narrativa en la escuela primaria chilena

Abstract

This research examines the implementation of narrative education in Chilean primary education, particularly in the 6th grade. Using a qualitative approach, it analyzes how a teacher develops narrative education teaching in her classroom practices and how she includes and adapts the current curriculum._x000D_ The study is based on three lines of research: (1) the Didactics of Literature (DL), with an emphasis on narrative education as part of reading and literary training; (2) the curriculum and its impact on the teaching of narrative education; and (3) the analysis of classroom practices._x000D_ Methodologically, a descriptive interpretive paradigm is adopted through a case study focused on a sixth-grade teacher. The techniques used are classroom observation and document review. The instruments include an observation guide and field notes. The analysis was carried out using thematic analysis, through processes of coding, grouping, and categorization aimed at organizing the information around corpus, knowledge, dynamics, and activities, in dialogue with the theoretical framework proposed for narrative education in elementary school._x000D_ The results show that, although the curriculum provides a general basis for narrative education, its technical-instrumental orientation limits the possibilities for critical, creative, and situated teaching. The prescribed corpus includes high-quality literary texts, but these are centered on a Western canon with little cultural diversity. The observed teacher proposes a complementary corpus, but with a functional approach focused on formal structures and tasks. Expository and segmented strategies predominate, and narrative knowledge is worked on in isolation._x000D_ It is concluded that narrative education teaching could be enriched through more flexible strategies that promote experimentation, critical analysis, and creative production. The findings, although derived from a single case, point to trends that could be extrapolated and open up reflection on the need to review the curriculum in order to diversify the corpus, methodologies, and assessment criteria._x000D_ _x000D_ Keywords: narrative education, classroom practices, literature teaching, primary education, Chile

Date of Award	20 Oct 2025
Original language	Spanish
Awarding Institution	Universitat Autònoma de Barcelona (UAB)
Supervisor	Maria Neus Real Mercadal (Director)