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The paper seeks to establish a dialogue between Lev Vygotsky's ideas on aesthetic education and the psychology of art and the book Ensinando literatura: a sala de aula como acontecimento [Teaching literature: the classroom as an event], written by Fabio Akcelrud Durão and André Cechinel. These authors coincide mainly in the rejection of other purposes (moral, cognitive etc.) for literature and in not conceding the specificity of the literary, which cannot become another discourse (even a pedagogical one). Another point of intersection is the proposal to promote, in the pedagogical context, an approach to the literary artefact that is at the same time direct and mediated. Finally, we attempt to unravel the paradox of taking a pedagogical approach to an object that can be defined as anti-pedagogical. Our argument culminates in a reflection on the political implications of such approaches. [ABSTRACT FROM AUTHOR]

Thinking alongside Laura Erber's poem "versos de circunstância", this paper investigates the figure of the "swimming teacher without water" to reflect on the teaching of literature and literary theory, proposing historical similarities between swimming and reading. The paper also summons Kafka's swimmer who does not know how to swim to examine a mode of (un)knowing that destabilizes the boundaries between teacher and student. [ABSTRACT FROM AUTHOR]

The purpose of this article is to verify how and to what extent high school Portuguese textbooks give space to the mediation of subjective readings. This is a documental and qualitative research, based on dialogical conceptions of reading. The corpus consists of exercises of the literature of collections of PNLDs 2015 and 2018, from which the data were mapped, classified and analyzed. The results point to the low incidence of personal type questions and to a certain lack of pattern in the formulation of the objective and subjective questions, which makes both kinds indistinct. We conclude that, although the collections announce to the teacher an alignment to dialogism, the work with students' subjectiveness presents inconsistencies, because there is a predominance of activities that emphasize a single way of reading. [ABSTRACT FROM AUTHOR]

Official prescriptions are a type of discourse with a constitutive value, meaning that it founds more than it is founded (Maingueneau, Cossutta, 1995). They are intended for an institutional audience (teachers, trainers, inspectors) and also for an audience outside the school institution, i.e. parents of pupils and anyone else wishing to know what should be taught in a school system. Researchers in the educational sciences, and in particular in didactics, analyse them as a discourse that enables us to understand implicit, ideological and political issues, issues that reveal how disciplines function. This article looks at prescriptive discourses in the Republic of Congo concerning the teaching of literature at secondary school level, in order to reconstruct the didactic subject who is formed, educated and institutionalised by these prescriptions. The aim is to understand what is taught under the term literature and the expected effects on 'the pupils'. [ABSTRACT FROM AUTHOR]

Copyright of Enunciación is the property of Revista Enunciacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nodos y Nudos is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous research on teaching and learning of literature has called for empirical investigations on classroom practice concerning literary history. As an answer to this call, the study aims to develop knowledge about what sparks students’ interest in the teaching of literary history in upper secondary school. In relation to the introductory lesson in literary history, students’ attitudes were collected through questionnaires and interviews. 286 students from ten classes in five different schools participated, all from various university preparation programmes. Thematic analysis was applied to analyse students’ responses. The analysis showed that themes of (1) content and (2) teachers’ ways of leading and organising the teaching, contributed to spark students’ interest in literary history in various ways. In relation to content, the students’ foregrounded students’ experiences; intertextuality; similarities and differences between different periods; epochs, authors and works; and aesthetic elements. Regarding teachers’ ways of leading and organising the teaching, the students emphasised passion and engagement, content legitimation, interaction and participation, variety, structure and delimitation and grades or de-emphasis on performance. These findings are discussed in relation to theories of interest and teaching.

Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students' perspective-taking. The essay also illustrates how such a teaching practice might be incorporated into any undergraduate literature curriculum. [ABSTRACT FROM AUTHOR]

The article consists of a pars destruens and a pars construens. The first part involves a critical examination of the prominent terms in the current ideology of governance and their impact on the management of digital education today. The second part includes an analysis of literature teaching in the context of digital transformation and a paradoxical proposal of Benjaminian resistance focused on the “proper use” of literary fragments in hostile educational situations.

Reading Bolaño poses a series of difficulties and challenges, but also of possibilities for the didactics of literature. For this reason, we propose from this perspective of teaching and research several questions on which we offer some approaches that contribute to enjoy and understand one of the most heterodox and provocative works of Latin American and universal literature: Is it possible to teach on Roberto Bolaño? At what school levels could this adventure be undertaken? Or could the teaching only be aimed at Bachelor of Arts degree students in higher education? What texts by Bolaño would be more or less "teachable" for the new generations in the context of a student’s project? Among our first conclusions, we argued that the great complexity of major works such as The Savage Detectives and 2666 would make them inaccessible for high school students, but that their poems, essays and short stories, and a short novel such as Distant Star could be a gateway to his work. Finally, we propose a unifying theme as a didactic project: the research on the vocation of the writer, which in Bolaño's texts is enriched with a connotation of wild adventure through countries, cultures and internal struggles, which would bring him closer to the young people of this era.

Language is interwoven with culture and contributes to the richness of vocabulary. Culture and life experiences form basis for language and literary learning. We could see therefore culture, language and literature are closely knit. The co-existence of this togetherness is the beauty of literature. Language learning especially second language acquisition could be made with the short stories and fables. The taste of literature is what exposes to the aesthetics of language. Social media stories and films are all are the picture forms of literatures. Songs and music have a lot of influence and play a vital role in learning language. In fact the modern way of digital teaching has greatly guided in socio linguistic method of learning language with the exposure to the relevant language culture. The syntax and semantics of the language demand a structured study to understand. Semantics is the study of the meaning of the words and sentences and interpretation of words, the construction of sentences and the literal interpretation of the text. Language in the beginning is learnt through repeat ion and recapitulation. Later stages provide an insight into how a person builds ability and understanding the language. Syntax being the fundamental part of written language needs correct choice of words, phrases in the right order and proper usage of grammar. Reading literature unconsciously trains and tunes the mind towards picking up the exact vocabulary and suitable grammar and apt circumstances which are the prerequisites for the acquisition of language. Due to globalization and increased business activities and usage of machines have modified the language function. This has brought up the division in the language learning based on the specific purpose of the language. The age of digital learning has opened the gateways of learning the language at a quicker pace with knowledge being available at a click of a button and numerous websites, blogs and animation has made the virtual world so close to everyone and the images could make the learning easy. We infer from all this is the story form is more attractive but the length has been shortened. Teaching through literature changed the mode of teaching and reduced the text but retained the literature. [ABSTRACT FROM AUTHOR]

In 2018, the Common National Curriculum Base in Brazil -NCCB (BNCC in Portuguese) was implemented in order to centralize and standardize the curricular content to be addressed by all basic education schools. In this document, the teaching of Portuguese language appears inserted in the field of language and its technologies and the teaching of literature is presented, as historically it has been, within the general content of this discipline. As for the work with literary texts, NCCB proposes that it should be nuclear in high school, as well as in elementary school. Due to the fact that literature is configured as a content within the Portuguese Language component, that is, as it does not constitute itself as a specific curricular component, it is important to carefully read the NCCB in order to verify: i) how the contents related to the teaching of literature are presented in the document, ii) the types of literary texts proposed for reading and iii) the methodological approaches proposed by the documents in relation to the reading of the literature, that is, how the document proposes to read the literary texts in school. The corpus that is accessed for the analysis of these elements is constituted by the Portuguese language skills that refer to the teaching of literature in the early years -fundamental I. In view of these objectives, the article briefly discusses key moments in the teaching of language and literature, as well as presents theoretical considerations on literary reading, based on postulates of the new literacy studies and on authors such as Chartier (1999), Candido (1975-1981), Hansen (2005) and Aguiar (2000). [ABSTRACT FROM AUTHOR]

In this text, we will present some theses on the concept of criticism, concerning its inevitability, its judicative nature, the difference between Critical Modernity and Classical Critical System, fresh judgement and its relationship with democracy, teaching of literature as teaching of literary criticism. [ABSTRACT FROM AUTHOR]

In this article, Anders Öhman discusses Gert J. J. Biesta's concept of the risk of education and what it could mean for the study of literature in the classroom. The article's point of departure is Bakhtin's theory of the utterance. The utterance, for Bakhtin, has to be embodied, that is, it has to be governed by a purpose: it must be uttered by someone, or at least the reader or listener must imagine that it is uttered by someone that speaks with an intent. A grammatical sentence that is not an utterance has no author and no direction or intention; it is therefore abstract and belongs to no one. Reading on the Internet, or digital reading, often consists of short passages or text fragments for which it is difficult to identify an author. These fragments are not embodied and thus the reader does not feel addressed by the text. Although Biesta does not reckon with Bakhtin's theory, his critique of "strong education" provides an analysis that runs along similar lines. According to Biesta, the notion of strong education and what he calls the "language of learning" regard knowledge as free of values thus rendering it abstract. In bringing together Bakhtin's and Biesta's analyses, Öhman concludes that in order for knowledge to elicit valuation, it must first become embodied; this process, in turn, is important to creating the conditions necessary for a dialogue to occur between the content of teaching and the students. [ABSTRACT FROM AUTHOR]

Copyright of Keria is the property of Keria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Poligramas is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

[full article, abstract in English; abstract in Lithuanian] We will hereinafter discuss the author’s philosophy on gnoseological and historical premises. More precisely, by exploring the genealogy of the idea of the “Death of the Author” from modernism to postmodernism, we will analyse the concepts and ideologies that have become the stratagem of the denial of western literary canon, as well as the denial of equilibrium between philosophical and literary identity and universality. By treating the works of philosophers, authors, and fundamental semiologists who perpetuated the idea of the Death of the Author, we will observe how the latter gradually fled from the philosophy of doubt and as mea culpa admitted that without the author’s authority the philosophical and literary legacy is no longer the theatre of memory, but the abyss of oblivion. Moreover, with fundamental examples, we will observe the influence of this philosophy in the process of studying of the literature.

From Literary Comprehension to Literacy: The Expansion of a Concept and its Consequences for the Teaching of Literature During the last few decades, the concept of ”literacy” has had a growing impact on the vast fields of education. Although the uses of the concept are multifaceted and diverse, the hegemonic policy discourse as supported by the OECD treats literacy as an individual competence closely tied to the development of explicit reading strategies. This article examines what the concept of literacy means for literary studies in general and literature education in particular. We argue that there are reasons to critically reflect upon the effects of invoking the concept of literacy in the field of literature education. With the aid of theorists like Rita Felski and Toril Moi, our main focus is to examine the risks of centering attention on the ”subject” (the student and his/her abilities) instead of the ”object” (in our case, the works of fiction). By turning to Gert Biesta and Emmanuel Lévinas, we argue that there is an educational value in acknowledging and appreciating what lies beyond the scope of the student’s immediate understanding.

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Copyright of Problems / Problemos is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Estudos Literários is the property of Imprensa da Universidade de Coimbra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research in the teaching of literature in secondary schools in peninsula Malaysia has proliferated. However, little research has been done to explore student voice on the teaching and learning of literature in the state of Sabah. The present preliminary study investigated the methods adopted by English teachers in teaching literature in secondary schools and students' modes of reading in urban areas, suburban areas and remote areas in Sabah. The findings are based on the analysis and interpretation of the data garnered from 112 first year ELL (English language learners) university students from a local institution of higher learning in Kota Kinabalu, Sabah. The findings revealed teachers' most common teaching approach and the least favourite approach. The study underlines the importance of teachers' choice of teaching methods and students' reciprocal response in reading the prescribed text. Findings from the current work have implications for the teaching of literature in the ESL classrooms. [ABSTRACT FROM AUTHOR]

Creative writing assignments as textual interventions and "deformances" of original texts, and as alternatives to traditional composition assignments, can strengthen students' sense of unfamiliar and marginalized subject positions encountered in the literature classroom. Entering into a long-standing debate over the value of creative writing pedagogy in the literature classroom, this article takes an in-depth look at the trials and triumphs of a semester in the classroom teaching "The Woman Question in Nineteenth-Century American Fiction" through a creative praxis. It includes a detailed review of the creative assignment prompts alongside the students' submissions. Writing creatively encouraged students to develop an intersectional and inclusive view of women's writing. Finally, creative praxis, by encouraging students to pull apart a text and rebuild it themselves, offers alternative ways of producing the same desired outcomes of traditional literary analysis: critical and astute close readings, effective use of evidence, and thoughtful and persuasive arguments. [ABSTRACT FROM AUTHOR]

Education is the most important activity for the development of a society, the identity and survival of a certain nation. Mother tongue and literature is, in pre-university education, in all education systems, the most important subject. This subject contributes to acquiring the reading habit, it fosters consistency, cultivates taste, develops empathy. Therefore, the organisation of the curriculum for this subject, apart from its narrow specialist meaning, has a wider social significance. The most important segment of teaching mother tongue and literature is reading, which highlights the importance of how much reading students do and what they read, as well as the possibility of their participation in selecting reading materials. This paper deals first with compulsory and optional (additional) literary texts -- those which are prescribed curriculum and those which are part of the author's free choice in junior textbooks regarding their availability in the textbooks, and subsequently, it deals with the real use of optional texts in class, as well as the criteria applied when selecting these texts. In this paper, by conducting a survey involving 255 junior teachers, it was examined: a) to what extent teachers rely on the texts that the authors of junior textbooks select for optional reading; b) which criteria they consider to be the most important while they choose additional texts for reading in class; c) which are the main features of the texts they select in the first place. For the purpose of creating a questionnaire, the curriculum for junior classes was analysed, and so was the content of all the approved reading textbooks for this age in the school year 2017/2018. The results of the survey show that junior teachers use the offered additional texts in junior textbooks to a large degree, that the most important criteria when choosing the additional texts are the students' reception, their interests and sensibilities. The least important criteria are those related to the teacher's reading taste and interpretative skills, or his or her competence to present a text in an adequate way in class, which suggests that teachers erroneously exclude themselves as important factors in the selection of texts. When introducing texts independently, teachers have similar expectations to those regarding the texts which are the prescribed curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This theoretical article is one part of our dissertation in Education by UFPE, more specifically one that addresses the teaching of Literature in Basic Education. First, we present the context for the criticism of the historicist paradigm, which led to valorize a teaching model concerned with the formation of the reader of literary texts. Then, we discuss in more detail the methodological proposals of Bordini and Aguiar (1993), for its strong influence in the 1990s and for the significant considerations it brings to the teaching of literature, and of Cosson (2006) and Cosson and Paulino (2009), due to space the discussion around the idea of literary literacy is gaining at the beginning of the XXI century. Our study also seeks to reflect on the contributions of Literary Theory for teaching in basic education, because to build a methodological approach to the teaching of any subject we can not disregard the collaboration of the theoretical field.

En un periodo histórico de proliferación de colegios religiosos como es la "Edad de Plata" se consolida en la literatura española el subgénero narrativo de novelas de internado docente. El cotejo de este corpus novelístico aporta claves de investigación acerca de la educación literaria de los escritores y de las generaciones de estudiantes bachilleres de la Restauración, puesto que refleja prácticas de lectura y de escritura, actividades teatrales y canon de lecturas, en un contexto en el que la didáctica de la literatura observa una progresiva sustitución del método retórico por el historicista.

This article considers the consequences of rejecting axiological ambiguity in the sphere of human experiences and reflection, as observed in statements made by lower secondary school children as part of a study Teaching language and literature in secondary school in light of the new core curriculum. The negative consequences are indicated of interpreting the world as one locked in the values of extreme opposition, based on an analysis of students' interpretations of Balladyna by Juliusz Słowacki and Memoir of the Warsaw Uprising by Miron Białoszewski. The risks may include alienating the student from reality, as well as the reformulation of values into a set of anti-values, which excludes the possibility of reaching interpersonal agreement. Constructing a personal axiological system on this basis can occur only at the cost of discrediting the values of others, who are denied the right to have them from the outset. In such a world, there is no place for dialogue about values differing from those already held. [ABSTRACT FROM AUTHOR]

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen: En el entorno sociohistórico contemporáneo, en el que la interculturalidad se ha convertido en uno de los núcleos de controversia y debate más destacados, la obra de Montserrat del Amo nos revela, con sorprendente anticipación, una lúcida mirada en torno a la convivencia entre culturas en un mismo espacio geográfico. El análisis detenido de dos de sus obras representativas nos ofrecerá un meditado dibujo de las causas y de las consecuencias de los movimientos migratorios y, fundamentalmente, nos ofrecerá diferentes alternativas para disolver las barreras surgidas por la incomunicación lingüística y erradicar los prejuicios respecto a la inmigración. Abstract: In contemporary socio-historical environment in wich multiculturalism has become one of the centers of controversy, Montserrat del Amo’s work reveals, with surprising advance, a lucid look about the coexistence of cultures in the same geographic space. The detailed analysis of two of her representative works offers us a thoughtful picture of the causes and consequences of migration and basically, it shows different alternatives to break up the barriers encountered by linguistic isolation and eliminate prejudices about immigration.