Abstract

ALONSO PADILLA, Carolina. Theoretic approaches about debate of literature at  school. sophia [online]. 2015, vol.11, n.2, pp.115-127. ISSN 1794-8932.

Along XX Century, and so far, discussion on teaching literature at school has become more complex, thanks to contributions made by literary theory,  linguistics,  pedagogy, and sociology among other disciplines.  Such contributions, before the polemic question about the  purpose or the reason of teaching literature, legitimated such practice within the educative system by assigning it various functions and objectives, including  communication, pleasure, subjectivity construction, artistic appreciation, and development of a critical thought.  While some theories hold dichotomic concepts and postures, (classic literature vs. juvenile literature; books vs. technology; communicative function vs. aesthetic function), other ones  try to conciliate such  divisions from a multidisciplinary  point of view.  The purpose of this work is to analyze and present an argumentative map of these ways of justifying literature teaching at school, by considering recent approaches parting from those suggested by “pedagogies of pleasure” in the  second half of XX Century, which opened perhaps the most important  discussion.   This journey is not presented on an expositive or descriptive manner but from a critical perspective  since it questions concepts supported on literature, teaching, the student, the teacher role, etc.  Thus those  perspectives hampering literary reading are questioned,  the latter understood as a  process and experience that allows critically reading  the world, but not just as a curricular content that should be learned and evaluated.  By so doing, the purpose is to open a debate, discussing these proposals as a necessary question to theoretically stand – as teachers and mediators, so that decisions made at the classroom allow to modify the students–literature relationship.

Keywords : discussions; teaching; reading; literature; purposes.

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