The axiological learning process in the poetry of Medardo Ángel Silva

Abstract

The present study examined the axiological learning process in the poetry of Medardo Ángel Silva, with the aim of determining how his works contribute to the development of values among first-year high school students. A qualitative, descriptive method was employed, using an open-ended survey administered to this group of students, whose data made it possible to interpret the emotional and reflective perceptions that emerged from their engagement with the poems. The results showed that Silva’s works awakened empathy, introspection, sensitivity, and melancholy, fostering an understanding of human suffering. Likewise, students related the poetic content to their personal experiences and emotional sensations, as well as to the strengthening of their own axiological criteria. These findings demonstrated that Silva’s poetry represents a meaningful pedagogical resource for enhancing emotional education processes at the high school level, highlighting the importance of incorporating poetry as a fundamental formative tool in contemporary educational contexts. In addition, a pedagogical proposal based on interpretative dialogue was developed as a didactic strategy grounded in poetry, aimed at promoting the manifestation of values among students.