Διεπιστημονικότητα και διαθεματικότητα: Συνάφεια των επιμέρους προδιαγραφών των φιλολογικών μαθημάτων

Περίληψη

This article presents a qualitative research that studies the relevance of the standards of “literature” courses regarding knowledge integration. The analysis of the research material shows that there is a discrepancy between integrative practices that the curricula seek to promote and to those similar practices that are included in school textbooks and educational software. This finding is justified by a variety of factors which are related, on the one hand, to the organization, staffing and operation of the design and writing teams of the supporting material and, on the other hand, to the political instability of that period.