Epistolary Literature as a Teaching Strategy: Perceptions and Perspectives

Abstract

This article presents the partial results of the research project titled 'Strengthening Literacy Competencies through Epistolary Literature in Secondary Education Students in the Municipality of Pasto, Nariño, Colombia.' The study utilized the application and triangulation of semi-structured interviews, focus groups, and participant observation conducted with teachers and students from educational institutions in Pasto. The primary objective was to analyze perceptions regarding the methodological and didactic benefits of epistolary literature and its impact on the development of literacy competencies. The study employs a qualitative method of actor-based data triangulation (Moreira-Aguayo et al., 2022), facilitating a comprehensive analysis through deep interpretation and cross-referencing of the gathered information. Findings from the discussion indicate that, for teachers, the use of narrative and theoretical writing promotes the enhancement of pedagogical practices. Conversely, for students, the elements of epistolary literature assist in communicating ideas and expressing emotions and thoughts once the conceptual framework is established. In conclusion, the study identified epistolary literature as a tool that significantly contributes to strengthening literacy competencies by fostering 'intimate creativity' and improving communicative skills. Furthermore, the results highlight methodological and didactic challenges that must be addressed when designing strategies based on this genre. Such strategies should aim to facilitate 'sensory reading' and 'emotional writing,' thereby reinforcing literacy proficiency and consolidating socio-emotional skills such as empathy and resilience.