Publication: Escuela y poesía latinoamericana: análisis de una relación en conflicto
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Date
2018
Authors
Capurro, María Florencia
Diab, Pabla
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Publisher
Universidad de Buenos Aires. Facultad de Filosofía y Letras.
Abstract
La construcción del canon literario está modelada por el recorte y la visión con que la escuela se posiciona en la enseñanza de determinados temas y movimientos estéticos. Los manuales de nivel medio y los diseños curriculares tienen una gran influencia en las representaciones que se generan sobre los temas abordados, condicionando el interés de los estudiantes sobre la literatura, un determinado autor, período o género. Este trabajo se propone estudiar qué lugar ocupa actualmente el género lírico en general y la poesía del modernismo y posmodernismo latinoamericano enparticular dentro de los manuales editados para la enseñanza de nivel medio en la provincia de Buenos Aires. Para ello se seleccionó un corpusde libros de las editoriales con mayor difusión (Santillana, Estrada, Mandioca, Kapelusz y Longseller) y se relevó cómo los manuales ponen en funcionamiento el diseño curricular desde su reforma en 2010. Su estudio descontextualizado históricamente, el privilegio de nociones puramente formales, y la extrema importancia que se le otorga a la noción de cosmovisión conduce a una reducción del texto lírico a un género cerrado que es capaz de dialogar con otros textos literarios únicamente desde lo temático y no desde una poética concreta.
The construction of literary canon is shaped by the selection and view with which school takes a stance in the teaching of certain subjects and aesthetic movements. Highschool textbooks and syllabuses affect the representations of the addressed subjects conditioning students’ interests of literature, authors, historical periods and genres. The aim of this paper is to analyse the rol that poetry, in general, and Latin American modernism and postmodernism, in particular, take up in textbooks for Buenos Aires high school Literature. In order to complete this study a corpus of textbooks was selected considering the level of circulation of publishing houses since the reformation of the syllabus in 2010 (Santillana, Estrada, Mandioca, Kapelusz y Longseller). Its historically decontextualized study, the privilege of purely formal notions, and the extreme importance given to the notion of cosmovisión lead to a reduction of the lyric text to a closed genre that is able to dialogue with other literary texts only from a thematic level and cannot be identified inside specific poetics.
The construction of literary canon is shaped by the selection and view with which school takes a stance in the teaching of certain subjects and aesthetic movements. Highschool textbooks and syllabuses affect the representations of the addressed subjects conditioning students’ interests of literature, authors, historical periods and genres. The aim of this paper is to analyse the rol that poetry, in general, and Latin American modernism and postmodernism, in particular, take up in textbooks for Buenos Aires high school Literature. In order to complete this study a corpus of textbooks was selected considering the level of circulation of publishing houses since the reformation of the syllabus in 2010 (Santillana, Estrada, Mandioca, Kapelusz y Longseller). Its historically decontextualized study, the privilege of purely formal notions, and the extreme importance given to the notion of cosmovisión lead to a reduction of the lyric text to a closed genre that is able to dialogue with other literary texts only from a thematic level and cannot be identified inside specific poetics.
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Keywords
Escuela secundaria, Modernismo, Canon literario
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