Διδάσκοντας ποίηση μέσα από τα Νέα Προγράμματα Σπουδών: Θεωρητικό υπόβαθρο και διδακτικές πρακτικές

Περίληψη

This paper aims to highlight poetry’s position in the latest curricula for primary and secondary education, designed and implemented in 2011. My primary goal here is to bring to the fore the most important characteristics of the NCS through the perspectives of Critical Pedagogy, Cultural studies and Reader-Response literary theories. My attempt to detect and present the groundbreaking aspects of the new curricula is organised around three main points pertaining to the teaching of poetry in school: a) the new teaching context delimited and defined by the NCS; b) the reinstatement of the student to the position of reader; c) the connection of poetry itself to the lived experiences of students within their concurrent cultural and temporal reality, and the consequent recovery of the historicity of the poetic texts.