In the general context of globalization and in the particular one of integrating the Romanian educational system in the European normative framework, the status of Romanian literature as secondary school subject suffered major modifications. Some of them had positive effects, especially in terms of increasing the flexibility of the didactic processes and this subject's degree of interest and agreeability with the pupils at this level of studies. On the other hand, these modifications contributed to literature's departure from its natural functions and, implicitly, to the unspecific formation of young generations by means of this subject. Constructed almost exclusively under the mark of the communicative-functional model, the literature curricula downplays to the extreme the condition of aesthetic existence for this particular field of creation and it dramatically diminishes its role in the aesthetic education of the pupils.
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