Reading itineraries for poetic education in secondary education: From rap to canonical poetry

Enrique Lleida Lanau


This paper analyzes the educational potential that rap can have for learning poetry in Educación Secundaria Obligatoria (ESO) (Compulsory Secondary School). An ethnographic methodology has been used within the educational context, which includes interviews with secondary school teachers and rappers linked to formal and informal education, a questionnaire to 4th year ESO students and the analysis and evaluation of an educational intervention. The results obtained show that rap can be a good educational tool that improves students' self perception, promotes motivation, strengthens the taste for poetry and consolidates learning in terms of understanding poetic texts.


rap, learning of poetry, reading itineraries, educational ethnography

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