Metodyka niesprzyjająca rozwojowi, czyli o tym., jak „czyta się” poezję współczesną w podręcznikach do literatury i kultury na poziomie szkoły podstawowej

Abstract

The author of the text critically formulates means of methodological (unmethodological?) working over contemporary poetry suggested in Primary School textbooks for cultural and literary education. The analysis of questions and commands organizing the reading of selected poems is made and the most conspicuous regularities in terms of designed didactic activities. Among the common and detrimental tendencies, the following are essentially indicated: a. utilizing poetry for broadening the knowledge of grammar and literature theory; b. taking advantage of lyrical texts as a cover for extraliterary activities; c. infantilizing the reception of serious pieces of poetry and reducing their cognitive and artistic qualities in the process of a simplified analysis, directed at broadly conceived instrumentalism. Summarizing his considerations, the author formulates a few key, in his opinion, directives which should outline the plane of designing work over pieces of poetry in school textbooks. He posits, among others, limiting instrumentalism for the sake of cultural integration, subordinating poetry and literature theory to aiming at comprehension of symbolic and metaphoric meanings inscribed to literary works. Also, he advocates the need of deep text reading with reference to students’ experience on the way to recognizing existential situations of a human being in the world, and thus, he demands a conscious selection of difficult works to read, whose reception, however, always has to be accompanied with a mature methodological proposal of their elaboration.