The teacher of language and literature: disciplinary formation, curriculum and institutions

Abstract

The language and literature teacher at secondary level takes, like any other discipline, multiple decisions when designing the program of their subject, plan their classes and build each of their teaching proposals (with its corresponding selection of contents, objectives, evaluation, among others). In your case, each of these choices becomes more complex because the curricular space implies the teaching of two differentiated disciplinary objects. This work seeks to reconstruct, from the description and analysis of concrete and situated classrooms, the way in which various factors affect the theoretical, didactic and epistemological decisions made by the teachers, both for the teaching of the language and the literature. The proposed course focuses on teacher formation in both fields of knowledge, the relationship of the teacher proposals analyzed with the official curricular documents and the various institutional conditionants, which take on very different forms in private management and public management schools. It is intended to show the way in which these aspects affect the configuration of the «language and literature classrooms» and the space destined to the teaching of each object.