Objective:

This paper aims at assessing the didactic potentials of sympathy for literature teaching, specifically, to promote the aesthetic pleasure of literary reading.

Methods:

Theoretical methods such as analytical-synthetic, inductive-deductive, historical-logical and ascension from the abstract to the concrete were used. Those methods make possible information processing and framework construction, particular for conceptualizing sympathy and relating to near notions.

Results:

An updated interpretation of sympathy is devised in this article together with a didactic approach to that notion for promoting the aesthetic pleasure of reading, based on a view of literary reading as an aesthetic and formative experience. The authors also analyze the role of sympathy in didactic strategies such as aesthetic modeling and creative writing.

Conclusion:

Sympathy, as an affective kind of relation, stimulates feelings favoring reading and aesthetic enjoyment, as well as concentration, motivation, and mobilizing students’ emotional and cognitive resources.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )