Every teacher has their own approach. Teaching and theorizing Argentine literary writing
This article explores non-literary texts by Argentine writers that reflect on their practice and compositional process, published after the introduction of creative writing into the country's public higher education system with the creation of the Bachelor of Arts in Writing (Universidad Nacion...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
2025
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/8993 |
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| Sumario: | This article explores non-literary texts by Argentine writers that reflect on their practice and compositional process, published after the introduction of creative writing into the country's public higher education system with the creation of the Bachelor of Arts in Writing (Universidad Nacional de las Artes, 2016) and the Master's Degree in Creative Writing (Universidad Nacional de Tres de Febrero, 2013). Although these works may be read as advice or personal insights, the pedagogical roles of the selected authors point to a capacity for theorization that bridges literary practice and teaching. Across the diaries of Ricardo Piglia (2016), the essays of Liliana Heker (2019) and Betina González (2020), the classes of Hebe Uhart (2015), and the theses of Guillermo Martínez (2024), we observe a shift from individual and personal reflections (diaries or personal notes) to more systematic forms of content presentation (classes, theses) that contribute to the institutionalization of knowledge. |
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