Literárnovedná reflexia súčasného slovenského literárneho vzdelávania
Informácie o projekte
| Číslo projektu: | 1/0099/24 |
|---|---|
| Doba riešenia projektu: | 1. Január 2024 - 31. December 2027 |
| Vedúci projektu: | doc. Ivan Jančovič, PhD. |
| Koordinátor projektu: | prof. PaedDr. Martin Golema, PhD. |
| Spoluriešitelia: | |
| Zahraničný projekt: | nie |
The project is focused on an important area of the societal impact of literature and literary studies - the teaching of literature in lower and upper secondary education. It purposely goes beyond the established approach that associates literary education with subject didactics. The researchers approach literary education as an object of literary research. Using constructivist methodological impulses, they attempt to describe literary education as the interaction of two social systems - art and education - that participate in the creation of social reality but that have different functions. The attention is focused on the projection of the model action of the recipients in the stage of processing literary texts. The access route to the model action of pupils is the State Educational Programme and the contemporary discourse of the subject didactics. The analysis of the aforementioned features can contribute to the clarification of a number of problems in the teaching of literature.
Our project is primarily focused on the area of processing of literary phenomena. Inside the literature system, the "processing" of a literary action (reception of a literary text, reading, interpretation) constitutes one of the main cognitive and communicative structures. On the intra-system background, literary action can be reflected in the "contaminated" zones, such as the educational system. In the project we are interested in modelling the action of pupils (through the SEP) and modelling the action of teachers of literature (through subject didactics, or other activities). We consider both sources - the SEP and didactics textbooks - as structured sets of utterances with their meaning being regulated by a certain order of discourse. They represent applied institutionalized linguistic rules related to a thematically related field. The Foucaultian statement applies to them: discourses organize the production of knowledge, i.e. the construction of reality, they determine which subjects are relevant to the discourse, what concepts and what modes of expression are used in doing so, who is allowed to form utterances, what metatheory is invoked in justifying them, etc. (Hyperlexicon of literary science terms, entry discourse analysis). If discourses produce knowledge, the point of discourse analysis is to reconstruct the rules by which reality is constructed, by which knowledge is configured (conceptually, theoretically, etc.).
Anotácia
Projekt je zameraný na významnú oblasť spoločenského pôsobenia literatúry a literárnej vedy – na vyučovanie literatúry v nižšom a vyššom sekundárnom vzdelávaní. Cielene prekračuje zaužívaný prístup, ktorý literárne vzdelávanie spája s odborovou didaktikou. Riešitelia pristupujú k literárnemu vzdelávaniu ako k objektu literárnovedného skúmania. S využitím konštruktivistických metodologických podnetov sa pokúsia opísať literárne vzdelávanie ako interakciu dvoch sociálnych systémov – umenia a vzdelávania –, ktoré sa podieľajú na vytváraní sociálnej reality, no majú rozdielne funkcie. Objektom záujmu je projekcia modelového konania recipientov vo fáze spracovania literárnych textov. Prístupovou cestou k modelovému konaniu žiakov sú štátne vzdelávacie programy a súčasný odborovodidaktický diskurz. Ich analýza môže prispieť k osvetleniu viacerých problémov vo vyučovaní literatúry, ale aj k náčrtu možných alternatív.