Definition and canon of the micro-story in spanish secondary and high school textbooks

Abstract

The micro-story has had, in recent decades, the support of authors, critics and the academic world. Finally, it has been included in the syllabus of the subject Spanish Language and Literature and, therefore, in the Spanish textbooks of Secondary Education and senior high school level. In these pages, both the phenomenon of the rise of short forms since democracy and the concept of the genre itself are explained. This paper examines a corpus of textbooks in order to understand the ideas taught to our students from a theoretical and historical point of view. The degree of incorporation of the micro-story into the repertoire of forms, the approach used for its definition and the models and authors highlighted have been reviewed. Although there is agreement in the use of the term "micro-story", the pragmatic and formal properties pointed out are heterogeneous. As for the selected examples, surprising and fantastic stories predominate (most of them coming from the other side of the ocean) and still show a canon of storytellers in the process of consecration that will require future revisions.