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En el presente estudio realizamos un análisis comparativo de tres versiones de una fábula que encontramos ya en El conde Lucanor y que tradicionalmente es conocida con el nombre de “El traje nuevo del emperador”. Así, relacionamos entre sí la recogida por don Juan Manuel en el siglo XIV, la creada por H. C. Andersen en el siglo XIX y la versión del escritor chino Ye Sheng Tao en el siglo XX. A partir de las mismas, llevamos a cabo un recorrido histórico por las épocas en que estas tres variantes aparecieron, considerando también los condicionantes culturales, temporales y sociales en los que fue reescrita. De acuerdo con esto, reflexionamos también sobre los matices que han hecho que esta historia haya sido en ocasiones considerada como una fábula o exemplum y, en otras, como un cuento de tipo tradicional, dependiendo de la aparición explícita o implícita de la enseñanza que se desprende de los hechos que en ella se cuentan. Finalmente, proponemos una implementación didáctica utilizando las diferentes exégesis bajo las que se ha presentado dicho relato, buscando a través de ellas fomentar la educación literaria y transmitir valores interculturales en Educación Secundaria Obligatoria. The present study aims to carry out a contrastive analysis of three versions of the fable found in El conde Lucanor, traditionally known as “The emperor’s new clothes”. So, we compare the first version gathered by Don Juan Manuel in the Fourteenth Century, the second made by H.C. Andersen in the Nineteenth Century and the last made by Ye Sheng Tao in the Twentieth Century. Thus a historical journey through the ages in which these three variants turned up is done, taking also into consideration the cultural, temporal and social conditions in which they were rewritten. Accordingly, it is also reflected on the nuances that have made this story has sometimes been regarded as a fable or exemplum, and at others, as a traditional fairy tale, depending on the explicit or implicit lesson taught in the story. Finally, a teaching practice to use the different exegetical approaches above mentioned is proposed. The aim of this proposal is to promote literary education and to transmit intercultural values in Compulsory Secondary Education.

The present study aims to carry out a contrastive analysis of three versions of the fable found in El conde Lucanor, traditionally known as "The emperor's new clothes". So, we compare the first version gathered by Don Juan Manuel in the Four-teenth Century, the second made by H.C. Andersen in the Nineteenth Century and the last made by Ye Sheng Tao in the Twentieth Century. Thus a historical journey through the ages in which these three variants turned up is done, taking also into consideration the cultural, temporal and social conditions in which they were rewritten. Accordingly, it is also reflected on the nuances that have made this story has sometimes been regarded as a fable or exemplum, and at others, as a traditional fairy tale, depending on the explicit or implicit lesson taught in the story. Finally, a teaching practice to use the different exegetical approaches above mentioned is proposed. The aim of this proposal is to promote literary education and to transmit intercultural values in Compulsory Secondary Education. [ABSTRACT FROM AUTHOR]