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LITERARY EDUCATION DURING THE PERIOD OF CURRICULAR REFORM: RECAPITULATION OF EDUCATIONAL CONCEPTS AND CHALLENGES TO EDUCATIONAL RESEARCH
Abstract
The aim of this review study is to map out the concepts of literary education that were found to be relevant in the pedagogical-psychological and didactical research for improving the quality of teaching and to find out whether and how these concepts are approaching the educational reality. Firstly, the discussions about the target strategies, content and interpretative methodology of literary education that were evoked by the changes declared by the curricular reform are mapped out. Subsequently, the concepts of literary education are presented, which can be included in the context of a productive culture of learning and teaching, anchored in constructivist theories. The second part of the paper presents an overview of empirical researches which, at the time of the introduction of the Framework Educational Programmes, identified what the educational reality in Czech schools was. A survey of the objectives, methodology and results of these studies has shown that research issues should prospectively relate to the possibility of transforming educational reality, i.e. the finding (1) how teachers are progressing when they want the teaching to become an opportunity to work effectively with the literary text, (2) under what conditions these practices are effectively used in teaching, (3) how pupils perceive such teaching, and (4) how this pupil’s attitude is interpreted by teachers. Research inspired by these questions could thus be challenged to experimentally test the effectiveness of teaching to find a way to produce a culture of learning and learning directly in classrooms.
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