Publicación: Literature and Geography: writing beyond the walls of the school
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Universidad Industrial de Santander
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En la escuela la literatura y la geografía son asignaturas claramente opuestas; cada una tiene un objeto epistemológico particular, unos métodos y unas formas de ver el mundo. Sin embargo, la apuesta de este trabajo es hallar aquello que vincula a estas disciplinas. Se analiza que el principal encuentro entre la literatura y la geografía se da en la escritura, pero el asunto no queda zanjado con incluir los lugares dentro de las producciones literarias; por el contrario, se hace necesario concebir esos espacios como experiencia inagotable que se da en el encuentro sujeto-mundo. La perspectiva fenomenológica se convierte entonces en una herramienta fundamental para desprenderse de aquellas lógicas que invisibilizan y simplifican el mundo de los sujetos. El documento finaliza describiendo una experiencia de aula en Tabio, Cundinamarca.
In school literature and geography are clearly opposite subjects; each one has a particular epistemological object, some methods and ways of seeing the world. However, the bet of this work is to find what links these disciplines. It is analyzed that the main encounter between literature and geography occurs in writing, but the matter is not settled with including places within literary productions; On the contrary, it is necessary to conceive these spaces as an inexhaustible experience that occurs in the subject-world encounter. The phenomenological perspective then becomes a fundamental tool to get rid of those logics that simplify the world of subjects. The document ends by describing a classroom experience in Tabio, Cundinamarca.
In school literature and geography are clearly opposite subjects; each one has a particular epistemological object, some methods and ways of seeing the world. However, the bet of this work is to find what links these disciplines. It is analyzed that the main encounter between literature and geography occurs in writing, but the matter is not settled with including places within literary productions; On the contrary, it is necessary to conceive these spaces as an inexhaustible experience that occurs in the subject-world encounter. The phenomenological perspective then becomes a fundamental tool to get rid of those logics that simplify the world of subjects. The document ends by describing a classroom experience in Tabio, Cundinamarca.