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Revista de estudios y experiencias en educación

On-line version ISSN 0718-5162

Abstract

VALVASSORI, Mita et al. Storytelling in the classroom: the use of Jungian literary criticism in the interpretation of literary texts. Rev. estud. exp. educ. [online]. 2021, vol.20, n.44, pp.351-363. ISSN 0718-5162.  http://dx.doi.org/10.21703/0718-5162.v20.n43.2021.020.

Jungian criticism offers an excellent perspective for the understanding of literary texts, since it encourages the relationship between what is read and reader’s personal experiences of his psychological development. This way of participating actively in the reading process can be very valuable in the classroom, to teach literature and at the same time to give students some self-knowledge tools. In the present work we offer the results of a review, in light of Jungian criticism, of short stories usually suggested and studied by Chilean teachers of Middle School; This is part of a discussion on how to improve students' reading experiences, making them more personal and meaningful.

Keywords : Reading process; Jungian criticism; teaching of literature; initial teacher training.

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