Uruguay 9th Grade Curriculum - Literature (Arte - Literatura)

This curriculum is part of the Creative-Expressive knowledge area within the Integrated Basic Education (EBI) framework, implemented in 2023. It applies to Tramo 6, the final year of Basic Secondary Education.

Fundamental Literacies: Reading, Writing, Speaking, and Listening are emphasized as fundamental literacies. Reading is viewed as an active process involving the author, reader, text, and context. Writing skills are developed through various exercises, including pre- and post-writing activities. Speaking and listening skills are practiced through individual and group presentations, debates, and attentive listening to diverse texts.

Specific Competencies:

• Identity and Expression: Students build their identity through body awareness and expressive capabilities, understanding and using different artistic languages.
• Understanding Artistic Languages: Students develop comprehension skills for knowledge construction in various artistic languages.
• Artistic Analysis and Production: Students use qualitative intelligence for analysis, appreciation, and artistic production through different codes.
• Communication and Expression: Students develop cognitive and affective processes in communication and expression, enhancing different languages and communication media.
• Critical and Sensitive Interpretation: Students critically and sensitively interpret their surroundings, assigning ethical, aesthetic, or poetic meaning.
• Connecting with Creations: Students identify and express feelings and emotions to connect with artistic creations and their creators.
• Collective Memory: Students contribute to the construction of a collective memory, fostering a heterogeneous and democratic understanding.

Content by Unit:

The curriculum emphasizes Uruguayan literature and authors from Spanish-speaking America. Two main texts are studied in depth for each unit, supplemented by readings of two additional texts. Students may participate in selecting texts.

Introductory Unit:

• Definition of literature and its place within the arts.
• The aesthetic purpose of literature and the expressive function of language.

Unit 1: Short Narrative. The Short Story.

• Authors: Two authors are chosen from the following: Horacio Quiroga, Francisco Espinola or Juan José Morosoli, Felisberto Hernandez, Gabriel Garcia Marquez or Julio Cortazar or Juan Rulfo or Angeles Mastretta.
• Supplementary readings: Two authors are chosen from Eduardo Acevedo Díaz, Mario Arregui, Mario Benedetti, Javier de Viana, Cristina Peri Rossi.

Unit 2: Poetry. Characteristics of Poetry.

• Authors: Two authors are chosen from the following: José Martí or Rubén Darío, Julio Herrera y Reissig or Maria Eugenia Vaz Ferreira or Delmira Agustini, Juana de Ibarbourou or Alfonsina Storni or Sara de Ibanez, Pablo Neruda or Nicolas Guillen or Elena Garro.
• Supplementary readings: Two authors are chosen from Jorge Arbeleche, Orfila Bardesio, Mario Benedetti, Amanda Berenguer, Jorge Luis Borges, Virginia Brindis de Salas, Ernesto Cardenal, Juan Cunha, Liber Falco, Circe Maia, Gabriela Mistral, Cristina Peri Rossi, Idea Vilarino, Ida Vitale.

Unit 3: Poetry-Narrative. Gaucho Literature.

Martín Fierro* by José Hernández.

• A dialogue is established with a local author to connect with regional literary traditions.

Unit 4: Drama. The Dramatic Work.

• Authors: Two authors (one from each sub-unit) are studied in a short play format or a significant excerpt: Florencio Sanchez, Roberto Arlt or Agustín Cuzzani or Roberto Cossa or Osvaldo Dragun or Griselda Gambaro.
• Supplementary readings: One author is chosen from Jorge Curi, Jacobo Langsner, Antonio Taco Larreta, Carlos Maggi, Mercedes Rein, Mauricio Rosencof, Milton Schinca.

Methodological Orientations:

Active and participatory methodologies are employed, including collaborative learning, authentic situations, inquiry-based learning, project-based learning, problem-based learning, case studies, portfolios, flipped classrooms, gamification, and experimentation.

Evaluation:

Formative and ongoing assessment is emphasized, focusing on the development of specific competencies. Evaluation is integrated into the learning process and uses competency-based instruments. Diagnostic evaluations are conducted using selected readings. Summative assessments and exams are viewed as opportunities for learning and reflection. Individualized approaches are used for students with learning differences.

Resources:

• * uruguayeduca.edu.uy/estudiantes
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