Unit:
Κατεύθυνση ΛογοτεχνίαLibrary of the School of Education
Supervisors info:
Βασιλική Πάτσιου, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Ε. Κ. Π. Α.
Ιωάννης Βρεττός, Ομότιμος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Ε. Κ. Π. Α.
Θωμάς Μπαμπάλης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Ε. Κ. Π. Α.
Original Title:
Ερμηνευτικές προσεγγίσεις της παιδικής λογοτεχνίας στην εκπαίδευση. Το σχολικό αναγνωστικό πρόγραμμα στην πρωτοβάθμια εκπαίδευση υπό το πρίσμα της Συναλλακτικής Θεωρίας της L. M. Rosenblatt.
Translated title:
Interpretative approaches to children's literature in education. The school curriculum in primary education in the light of L. M. Rosenblatt's Transactional Theory.
Summary:
In the 20th century, literary criticism was greatly expanded and spread through new theoretical approaches. The historical-biographical method, structuralism, the psychoanalytic approach and the relatively recent reception theory have given many theoretical tools to critics to interpret works of literature for children and young people. One of the most urgent questions in our time is which of these approaches is best suited for use in the classroom when teaching literature. Our thesis makes use of Louise Rosenblatt’s theoretical ideas, which inspired the creation of transactional theory as a way of approaching the reading process. According to the theory, there is a spectrum, with two ends: the aesthetic and the efferent one. Using the appropriate questions and activities, it is possible for the teacher to strengthen his or her students' aesthetic stance in reading literary works. Our work explores the extent to which the aesthetic or non-aesthetic stance is promoted by the proposed activities of the Literary Anthology for Primary School in an attempt to draw conclusions about the aims of formal literature teaching in Greek primary education.
Main subject category:
Literature
Keywords:
transactional theory, aesthetic stance, efferent stance, teaching approach, children’s literature
