La DLL en la universidad pública: una aproximación al estado de la cuestión en la formación inicial de maestras y de maestros (2014-2015/2019-2020). Parte I.

Few years ago we presented an approximation to the state of the question in the area of Teaching Language and Literature (Aguilar, 2016 and Aguilar, 2017), on data related to the 2014-2015 academic year, with the intention of making some of them visible problematic aspects for, from their knowledge and debate, to be able to offer viable alternatives for their resolution and transformation. We emphasize that this debate must take into account the reality of the area of knowledge, its link with the initial training of teachers, and its own concept of specific didactics that, necessarily, must be projected in the research and in the practices that are generated. After five years, in a neoliberal and dehumanizing context of knowledge, in which the public university has undergone a great transformation, the problems evidenced in the DLL area in the 2014-2015 academic year remain unresolved, some have worsened and, in In the 2019-2020 academic year, new problems have appeared. Knowing them is the first condition to be able to transform them. [ABSTRACT FROM AUTHOR]