Literary Reading and Canon in Secondary Education from the Paradigm of Teachers’ Thought. State of the Artding and Canon in Secondary Education from the Paradigm of Teachers' Thought.

Abstract

This paper belongs to a broader publication conducted with a qualitative methodology of ethnographical character, halfway the phenomenological and critical paradigms, and which aims at examining the beliefs of secondary education teachers regarding literary education, their learning strategies, teaching habits, and how those practices influence the classroom dynamics. In this particular paper, the state of one of the issues that have prompted and continue to prompt discussions in the literary pedagogy landscape and among teachers is reviewed. That primary concern revolves around which works establish the appropriate itinerary for a literary education that encourages the enjoyment of reading inside and beyond the classroom, meaning, the corpus composition or formative canon of secondary education. A review of some of the publications that have discussed the concept of the canon since the third part of the XX century was conducted, in addition to other studies about the beliefs that the teachers hold concerning the formative corpus of literary education. The most prominent lines that guide this object of study under the new educational legislation are also mentioned. The results provided by this review highlight a generalized consensus on the necessity to extend and diversify the texts corpus and its formats, bring up-to-date genres from a multimodal perspective and normalize the social aspect of literary reading practices in the classroom.