Теоретические основания для сравнительного анализа учебных программ по словесности: обзор зарубежных подходов
Аннотация
В российской общественной и научной дискуссии вокруг преподавания литературы в школе и попыток сравнения российского куррикулума по словесности с куррикулумами других стран недостает аргументов, основанных на исследованиях, и информации об опыте осмысления и пересборки этого предмета за пределами страны. В обзорной статье представлены основные современные дискурсы в теории и проектировании куррикулума: консервативный проект, неолиберальная техницистская прагматика, постмодернистская / критическая перспектива, социально-реалистический подход. Приводятся примеры анализа и создания куррикулумов по словесности при помощи этих парадигм, явным или неявным образом описывающих цели и задачи литературного образования, отношение к литературному канону, степень субъектности учителя и ученика, роль различных акторов в реформировании предмета, разрешение конфликта знаниевого и компетентностного подходов в организации образовательной программы. Авторы полагают, что предложенная ими рамка может быть актуальна для интерпретации процессов трансформации куррикулума по литературе в российской школе и его текущего состояния, выявления его имплицитных смыслов. Осведомленность о разнообразии оптик для рассмотрения куррикулума позволяет предложить траектории его дальнейшего развития с преодолением имеющихся проблем и противоречий.
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