El realismo mágico como forma de resistencia cultural en la obra de Gabriel García Márquez: “Cien años de soledad”

Tania Esther Tipan Vega; Katherin Paulina  Travez Pilatasig; María Victoria León Raura

doi:10.70577/asce.v5i1.622

Authors

Tania Esther Tipan Vega Universidad Técnica de Cotopaxi https://orcid.org/0009-0002-5495-9279
Katherin Paulina Travez Pilatasig Universidad Técnica de Cotopaxi https://orcid.org/0009-0005-6436-1539
María Victoria León Raura Universidad Técnica de Cotopaxi https://orcid.org/0009-0000-9261-9676

DOI:

https://doi.org/10.70577/asce.v5i1.622

Keywords:

Cultural identity; Critical thinking; Reading instruction; Literature education; Latin American literature.

Abstract

Magical realism is one of the most representative literary expressions of Latin American narrative, as it integrates everyday life and extraordinary events within a shared cultural reality. However, in educational contexts, its teaching is often limited to theoretical definitions, which restricts students’ understanding of its symbolic, cultural, and formative dimensions. The aim of this study was to analyze the impact of a pedagogical intervention based on the interpretative reading of Cien años de soledad on students’ understanding of magical realism as a form of cultural resistance and on the resignification of their reading process. The study followed a qualitative approach with a descriptive–interpretative design. A pretest and a posttest with open-ended questions were applied to a group of 18 high school students, and their written responses were examined through qualitative content analysis. The results show a shift from literal and decontextualized readings toward more reflective, contextualized, and critical interpretations, particularly regarding the understanding of magical realism, the symbolic construction of Macondo, and cultural identity. It is concluded that a pedagogical approach to magical realism centered on interpretation and cultural context contributes to the development of critical thinking, cultural awareness, and the appreciation of literature as a formative experience.

Downloads

Download data is not yet available.

References

Ariztía-Sandoval, M. del P. (2024). La enseñanza literaria en secundaria: modelos, enfoques y tradiciones. Magis, Revista Internacional de Investigación en Educación, 17, 1-23. https://doi.org/10.11144/Javeriana.m17.elsm DOI: https://doi.org/10.11144/Javeriana.m17.elsm

Bohm, I., & Sundqvist, J. (2025). Qualitative content analysis: A step-by-step guide for beginners to the method, theories, epistemology, ontology, and rigour. The Qualitative Report, 30(9), 4236-4263. https://doi.org/10.46743/2160-3715/2025.7211 DOI: https://doi.org/10.46743/2160-3715/2025.7211

Carpentier, A. (1949). El reino de este mundo. Fondo de Cultura Económica.

Cassany, D. (2006). Tras las líneas: Sobre la lectura contemporánea. Anagrama.

Chiampi, I. (1983). El realismo maravilloso: Forma e ideología en la novela hispanoamericana. Monte Ávila Editores.

Crășovan, E. (2020). Magical realism avatars in the Romanian novel. Dacoromania Litteraria, 7, 36–55. https://doi.org/10.33993/drl.2020.7.36.55 DOI: https://doi.org/10.33993/drl.2020.7.36.55

García Márquez, G. (2015). Cien años de soledad. Penguin Random House. https://www.penguinrandomhouse.com/books/293916/cien-anos-de-soledad-by-gabriel-garcia-marquez/

García Márquez, G. (1982). La soledad de América Latina.[Conferencia Nobel]. https://www.nobelprize.org/prizes/literature/1982/marquez/lecture/

González-Bernárdez, S. (2020). Magical Realism as Anti-Colonialist Resistance in N. K. Jemisin’s “Red Dirt Witch”. Journal of the Short Story in English, 75, 135–151. https://journals.openedition.org/jsse/3289

Hall, S. (1997). Representation: Cultural representations and signifying practices. SAGE Publications

Martínez Ruiz, W. L. (2024). Enseñanza y aprendizaje de la lectura y la escritura durante la pandemia del COVID-19: una revisión sistemática de la literatura (2020-2023). Perspectivas, 9(24), 148-166. https://doi.org/10.26620/uniminuto.perspectivas.9.24.2024.148-166 DOI: https://doi.org/10.26620/uniminuto.perspectivas.9.24.2024.148-166

Molina Gil, R. (2024). Herramientas narrativas e intertextualidades del realismo mágico en las literaturas de la ruralidad: «pequeñas mujeres rojas» (Marta Sanz, 2020) y «La nostalgia de la mujer anfibio» (Cristina Sánchez-Andrade, 2022). Castilla. Estudios de Literatura, 15, 526–555. https://doi.org/10.24197/cel.15.2024.526-555 DOI: https://doi.org/10.24197/cel.15.2024.526-555

Pérez, L. L. (2020). Out of time: Resisting the nation in One Hundred Years of Solitude. En M. A. Pérez & D. Chevalier (Eds.), The Palgrave handbook of magical realism in the twenty-first century (pp. 379-394). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-39835-4_20 DOI: https://doi.org/10.1007/978-3-030-39835-4_20

Pérez, M. A., & Chevalier, D. (Eds.). (2020). The Palgrave handbook of magical realism in the twenty-first century. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-39835-4 DOI: https://doi.org/10.1007/978-3-030-39835-4

Rama, Á. (1984). La ciudad letrada. Ediciones de la Banda Oriental.

Rosenblatt, L. M. (2002). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.

Sánchez-Lara, R. A. (2024). Recurrencias en lectura literaria escolar: análisis desde (y para) la justicia social. Magis, Revista Internacional de Investigación en Educación, 17, 1–20. https://doi.org/10.11144/Javeriana.m17.rlle DOI: https://doi.org/10.11144/Javeriana.m17.rlle

Sasser, K. A., & Mariboho, R. (2020). Pedagogical magic: Magical realism’s appeal for the twenty-first century classroom. En M. A. Pérez & D. Chevalier (Eds.), The Palgrave handbook of magical realism in the twenty-first century (pp. 453-471). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-39835-4_24 DOI: https://doi.org/10.1007/978-3-030-39835-4_24