| Summary: | This thesis serves to comply with requirements for a double M.A. (Master of Arts) degree in Hispanic Studies and Compulsory Secondary Education. The program offers a joint degree between the Faculty of Philology and Education, at University of Seville and the international Erasmus+ program at the Faculty of Languages and Cultures, University of Iceland. The goal of this study is to analyze the narrative treatment of identity formation in adolescent protagonists of two recent novels by the Ecuadorian author Mónica Ojeda, namely Nefando (2016) and Mandíbula (2018) and to present a didactic proposal developed from fragments of the studied texts, founded on a neurodidactic approach, and following the newly validated educational laws in Spain from 2022.1 To this end, the introduction offers a presentation of the author and her work, as well as a summary of the plots and themes covered in the analyzed novels. The second chapter offers an approximation to the theoretical formulations of identity formation from different perspectives, while the following chapter offers an analysis of the dichotomous conflicts the protagonists confront between identity formation and the space they occupy. The fourth chapter then places an emphasis on the vital period of adolescence and the treatment of horror both as athematic and narrative concern. Finally, chapters five and six intertwine the theoretical content previously exposed applied to a didactic unit designed for students attending first year of high school in Spain. Finally, the seventh chapter encompasses the conclusions for both parts of the thesis.
|
|---|