¿Cuándo nacen los prejuicios literarios?: una propuesta didáctica emancipatoria y sentipensante para aprehender la poesía

As a result of the growing concern about the distant link that Education students maintain with literature, a subject they will teach as future teachers, this paper investigates the paradoxical relationship of students with the subject, especially with the poetic genre, as a product of the dichotomies that operate in the educational system and that do not allow poetic practice to appeal to the everyday life of the students. Historicist learning, the differences between the culture of the canon and its boundaries, the emancipation of emotions in the treatment of literature, and the difficulties in the subjective apprehension of literary texts, distance students from reading practices and, in particular, from poetry. After addressing this point, and based on the conclusions drawn by different specialists in the didactics of literature, a poetic didactic proposal is proposed as a model for educational intervention in higher education classrooms from the pedagogy of emancipation. The purpose of the didactic proposal is to break with literary prejudices through the discovery of oneiric language, the subjective apprehension of texts, and aesthetic enjoyment, through a sentimental practice.