Literary resources as a pedagogical strategy in the teaching of literature

Abstract

This study analyzes the role of literary resources as a pedagogical strategy in literature teaching, based on a qualitative approach and a documentary design. The research focuses on reviewing and analyzing various academic sources that explore the relationship between literary resources and teaching-learning processes. The results indicate that the integration of literary resources, such as metaphor, hyperbole, personification, and anaphora, enhances reading comprehension, critical thinking, and creative writing skills. Additionally, it is evident that using dynamic and participatory strategies increases student motivation and interest in reading, promoting more meaningful learning. However, challenges persist, including the prevalence of traditional teaching methods centered on memorization and the need to strengthen teacher training for the effective application of these tools. In conclusion, literary resources constitute an essential pedagogical tool for improving literature instruction, provided they are integrated into active, innovative, and student-centered strategies. This approach contributes to the formation of critical, autonomous, and creative readers, capable of engaging deeply with texts and expressing ideas effectively.