| dc.description.abstract | The author of the paper points at the existence of some specific qualities of interpretation of contemporary
literature in the school context, especially as seen from a point of view of demands of literary education in
secondary schools. Literary works of the contemporary literary production should be paid an equal attention to in
all classes of secondary schools and, it should be done in a paralel with the works of literary past.
The author of the paper defines the term „contemporary literature”, taking into consideration, first of all its
com municational dimensions. According to the author, contemporary literature consist of those literary works
which have originated in a period sensed as present (from the aspect of social processes), which have already
started to function in the com municational process and are characterized by some features symptomatic of a given
period. Therefore, it is incorrect, from a point of view of the pupils’ age, to define contemporary literature as
a literary production originated since 1945.
The specificity of interpretation of contemporary literary texts consists in a contemporary, present character of
texts selected for interpretation (the author of the paper suggests interpreting the samples of the pupils’ own
literary attempts, as well), in their aesthetic value (the author also suggests interpreting of artistically
worthless texts), in a kind of interpretational supports applied in interpretation and in the teacher’s approach
to interpreted texts (in this case the teacher functions as a literary critic). This conception of interpretation
of contemporary literary texts helps to stimulate the pupils’ needs for a perm anent contact with literature and
also helps to form their reading taste. | en_EN |
