Overview of literary education in university classrooms

Abstract

The integral training of university students includes, among others, the development of soft skills, which have been neglected to give greater interest to specific and specialty skills. One of the soft skills is communicative competence, which encompasses the skills of understanding and producing texts. Under this premise a descriptive research was carried out, with the purpose of identifying the panorama of literary education at the National University of the Altiplano, considering as dimensions of analysis: identification of subjects that address literary education, model assumed in the use of literature, teaching-learning strategies, and students’ level of comprehension and production of texts. Three techniques were used to collect data: document analysis, survey and examination. The results show that 77% of Professional Schools have subjects that develop literary competence, approached from two models: the textual model and the model based on the knowledge of the text; the most used strategies are creative writing, dramatization, text commentary and essay writing; the level of comprehension and production of texts is average. It is concluded that literary education is part of the university curriculum, implicitly or explicitly, promoting the development of various soft skills.