Publication: Abuelas con identidad: multimodalidad y agencia social de las abuelas en la LIJ desde la perspectiva del estudiantado en formación docente.
Authors
Domene-Benito, Rocío ; Castellano-Sanz, Margarida
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/reifop.715851
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Este artículo analiza el potencial de la literatura infantil y juvenil para contribuir a una memoria democrática con perspectiva de género mediante la (re)dignificación de las abuelas como figuras con agencia social y política. El objetivo es, por un lado, clasificar los roles que desempeñan las abuelas en un corpus de obras LIJ multimodales contemporáneas y, por otro, explorar cómo el estudiantado de los grados de Educación Infantil y Primaria interpreta estas representaciones en una propuesta formativa basada en la multimodalidad. Se desarrolló un estudio mixto con 175 estudiantes de tres universidades españolas, que combinó un cuestionario inicial con talleres en los que se seleccionaron tres álbumes ilustrados actuales donde aparecen diferentes representaciones de abuelas y se elaboraron productos finales multimodales. Los resultados muestran un fuerte peso de una visión tradicional hacia esta figura, especialmente en contextos menos poblados, junto a la emergencia de figuras más activas, autónomas y políticamente implicadas, más visibles en contextos urbanos. Las conclusiones subrayan el valor de la mediación multimodal para complejizar las imágenes de la vejez femenina, fortalecer una genealogía diversa de abuelas con identidad propia y orientar la formación docente hacia prácticas literarias críticas, intergeneracionales y comprometidas con la justicia social.
This article examines the potential of children’s and young adult literature to contribute to a gender aware democratic memory by (re)dignifying grandmothers as figures with social and political agency. The aim is, first, to classify the roles played by grandmothers in a corpus of contemporary multimodal children’s books and, second, to explore how student teachers in Early Childhood and Primary Education interpret these portrayals within a training proposal grounded in multimodality. A mixed methods study was conducted with 175 students from three Spanish universities, combining an initial questionnaire with workshops in which a selection of three recent picturebooks featuring different representations of grandmothers was analysed and multimodal final productions were created. The findings reveal a strong prevalence of a traditional view of grandmothers, especially in less populated contexts, alongside the emergence of more active, autonomous and politically engaged figures, which are more visible in urban settings. The conclusions highlight the value of multimodal mediation for complexifying images of older women, strengthening a diverse genealogy of grandmothers with their own identities, and orienting teacher education towards critical, intergenerational literary practices committed to social justice.
This article examines the potential of children’s and young adult literature to contribute to a gender aware democratic memory by (re)dignifying grandmothers as figures with social and political agency. The aim is, first, to classify the roles played by grandmothers in a corpus of contemporary multimodal children’s books and, second, to explore how student teachers in Early Childhood and Primary Education interpret these portrayals within a training proposal grounded in multimodality. A mixed methods study was conducted with 175 students from three Spanish universities, combining an initial questionnaire with workshops in which a selection of three recent picturebooks featuring different representations of grandmothers was analysed and multimodal final productions were created. The findings reveal a strong prevalence of a traditional view of grandmothers, especially in less populated contexts, alongside the emergence of more active, autonomous and politically engaged figures, which are more visible in urban settings. The conclusions highlight the value of multimodal mediation for complexifying images of older women, strengthening a diverse genealogy of grandmothers with their own identities, and orienting teacher education towards critical, intergenerational literary practices committed to social justice.
publication.page.subject
Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), Vol. 29, Núm. 2, pp. 169-185
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/