Scenariusze dla nauczycieli a analiza języka poezji

Abstract

In the article, an attempt is made at tracing the presence of structural analysis of the language of poetry in teaching scenarios. A noticeable representation of the structuralist approach should be expected, after years of systematic activity aimed at introducing structuralism to school teaching methodology. However, the conducted analysis of selected materials for teachers shows illusionary and scarcely existing application of functional language analysis in the class. The examined teaching scenarios present models of disintegrated analysis, which separates the analysis from the interpretation of the text. They are frequently limited to intuitive search for the answer to the stereotypical question “What is the poem about?”