Medbesedilnost pri književnem pouku

Abstract

Medbesedilnost je kot relativno nov pojem v literarni teoriji manj navzoč v srednješolski praksi. V delo s teksti je sicer posredno vstopil prek poimenovanja posameznih medbesedilnih zvrsti (npr. parodija, travestija) ali figur (npr. citat) in njihovega prepoznavanja v konkretnih primerih iz zakladnice literarnih tekstov ali odlomkov v berilih. S poznavanjem teoretičnih temeljev medbesedilnosti pa lahko vnesemo v pouk sodobna znanstvena spoznanja, ne da bi pri tem obremenili delo z novo terminologijo, in obenem dijakom pomagamo do drugačnega pogleda na literarni tekst in kontekst. Prav to, da uvidijo možnost literarna besedila brati prek vezi z drugimi besedili, se zdi smiselna in učinkovita pot do razumevanja literature kot zgodbe in poskus, kako preusmeriti med mladimi vse preveč razširjeno odklonilno razmerje do tega družbenega podsistema.

Keywords

književna didaktika;didaktika književnosti;pouk književnosti;srednje šole;učni načrti;medbesedilnost;parodija;modernizem;literarne študije;literary didactics;didactics of literature;teaching of literature;secundary education;curricula;intertextuality;parody;modernism;

Data

Language:	Slovenian
Year of publishing:	2008
Typology:	0 - Not set
Organization:	UL FF - Faculty of Arts
UDC:	82.0:373.51.016
COBISS:	72039778
Views:	10
Downloads:	1
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	As a relatively new term in literary theory, intertextuality is not very present in secondary school practice. In work with texts it appears indirectly through the naming of specific kinds of texts (e.g. parody, travesty) or figures (e.g. quotation) and in identifying examples of these in collections of literary texts or extracts in readers. However, we can introduce the theoretical foundations of intertextuality into such work without weighting it down with new terminology and thus help pupils achieve a new view of literary texts and their contexts. To read literary works in the light of links or relations with other texts seems to be a logical and effective way of understanding literature as a story and of tackling the negative attitude - too widely spread among the young - towards this social subsystem.
Secondary keywords:	literary didactics;didactics of literature;teaching of literature;secundary education;curricula;intertextuality;parody;modernism;integral four-year lesson-planning;
Pages:	Str. 393-398
ID:	23002063