Análisis del conflicto interno y la naturaleza de la obra “Un hombre y un río”.

Abstract

Teaching literature at university level faces the challenge of combining the emotional dimension with academic training, especially when dealing with works that are deeply symbolic and emotionally charged. In this context, the present study aimed to analyze the internal conflict in the literary work “Un Hombre y un-Río”, with the goal of proposing didactic strategies that enrich the teaching-learning process and promote students’ emotional and critical development. The adopted methodology was qualitative and descriptive in scope, employing three methods: hermeneutic, bibliographic, and intertextual. The study involved a purposive sample of 20 eighth-semester students from the Degree in Language and Literature Pedagogy at the “Laica Eloy Alfaro” University of Manabí, through focus groups, and three expert professors in literature and education from the same institution, through semi-structured interviews. Findings revealed that the internal conflicts depicted in the work—such as the struggle for identity, the tension between tradition and modernity, and the dilemma between belonging and autonomy—create a strong emotional connection with students. The author’s narrative techniques, such as the symbolism of the river and internal monologues, intensify the emotional depth of the story. Additionally, effective pedagogical strategies were identified, including debates, reflective journals, and dramatizations, which enhance empathy and critical reflection. It is concluded that integrating the analysis of internal conflict in literature promotes a more humanistic, reflective, and inclusive education, strengthening the connection between text, emotion, and meaningful learning.