Narrative action applied to training at the linguistic levels

Paul Ricoeur defined the poetic as the use of language to give an account of a personal and elaborated vision of the reality to be treated. Language expresses the tension and the unique life of those who use it to communicate their experience (Ricoeur, 1980). For this reason, the reading process is much more than the reception of the data contained in the text. It is a personal and transformative experience that is placed "at the service of the poetic function, that strategy of discourse by which language is stripped of its function of direct description to reach the mythical level in which its function of discovery is released" (Ricoeur, 1980). This paper con- tinues previous research about the motivation and cognitive processes of reading (Sevilla-Vallejo, 2018) through the construction of meaning proposed by Paul Ricoeur. Reading develops the identity of students because it relates their selfhood and ipseness. An approach to reading is proposed from the mimesis defined by Paul Ricoeur to get the text to connect with "a close experience, either because he has lived it, or because he has fantasized it before" (apud Roca, 2003), in mimesis I or prefiguration; then to offer the student a coherent vision about the characters, the world in which they live and the adventure that is related, in mimesis II or configuration; and, finally, to favor an internal change in the student who, after having lived the adventures of the character and having reflected on them, not only understands the book better, but also understands himself and understands the world better (Roca, 2003), in mimesis III or refiguration. We have called this narrative action (Sevilla-Vallejo, 2022) and, in this work, it is applied to training at the linguistic levels.