<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022014000401015</article-id>
<article-id pub-id-type="doi">10.1590/s1517-97022014051453</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Literatura y competencia comunicativa: ¿Matrimonio mal avenido?]]></article-title>
<article-title xml:lang="en"><![CDATA[Literature and communicative competence: a wrong assorted matrimony?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Troncoso Araos]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>40</volume>
<numero>4</numero>
<fpage>1015</fpage>
<lpage>1028</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022014000401015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022014000401015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022014000401015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo aborda la relaci&#243;n problem&#225;tica entre ense&#241;anza de la literatura y enfoque comunicacional, espec&#237;ficamente, entre aprender literatura y desarrollar la competencia comunicativa. A partir de esta tensi&#243;n diagnosticada, surgen las preguntas: &#191;es plausible ense&#241;ar literatura desarrollando a la vez competencias comunicativas?, &#191;es compatible la literatura con un enfoque comunicativo? Estas interrogantes consideran una premisa: entender la literatura como dominio con caracter&#237;sticas diferenciales. Luego, se somete a prueba, desde una perspectiva literaria y did&#225;ctica, la hip&#243;tesis que es posible desarrollar competencia comunicativa sin descuidar la especificidad y potencialidad de la literatura. Para ello, se analizan diversos textos en relaci&#243;n con cuatro subcompetencias: l&#233;xico-sem&#225;ntica, textual, discursiva y sociocognitiva. Si bien una misma obra podr&#237;a analizarse en funci&#243;n de todas estas subcompetencias, se consideran por separado para efectos de la investigaci&#243;n. El an&#225;lisis contempla textos principalmente narrativos y algunos l&#237;ricos, sin distinci&#243;n de edad. Esto evidencia que es factible desarrollar las subcompetencias en distintos niveles educacionales, aunque regulando la pertinencia de los textos y el tratamiento did&#225;ctico. En t&#233;rminos globales, se concluye que es posible compatibilizar competencia comunicativa y literatura considerando los &#233;nfasis espec&#237;ficos de lo literario y sus consecuentes derivaciones did&#225;cticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article draws upon the problematic relationship between teaching literature and communicative approach, specifically, between learning literature and developing communicative competence. From this tensional diagnosed condition, the following questions arise: Is it plausible teaching literature while developing communication skills; is it compatible with a communicative approach literature? These questions consider a premise: understanding literature as a domain with different characteristics. Then under test, from a literary and educational perspective, springs up the working hypothesis that it is possible to develop communicative competence without neglecting the specificity and potential of literature. Therefore, various texts are analyzed in relation to lexical-semantic, textual, discursive, socio-cognitive and cultural sub competencies. While the same work could be analyzed in terms of all these sub competencies, they are considered separately for the purposes of research. The analysis includes mainly narrative and some lyrical texts, regardless of age. This reveals that it is feasible to develop sub competencies at different educational levels, although adjusting the relevance of texts and didactic treatment. At the end, it is concluded that it is possible to combine communicative competence and literature considering the specific emphasis of the literary and didactic consequent derivations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Didáctica de la Literatura]]></kwd>
<kwd lng="es"><![CDATA[Competencias Comunicativas]]></kwd>
<kwd lng="es"><![CDATA[Enfoque Comunicativo]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Literature]]></kwd>
<kwd lng="en"><![CDATA[Communicative Competence]]></kwd>
<kwd lng="en"><![CDATA[Communicative Approach]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
